Mapping a Group of Northern Namibian Grade 12 Learners' Algebraic Non-routine Problem Solving Skills

Abstract

This article investigates the algebraic non-routine problem-solving skills of grade 12 learners of a high-achieving school in northern Namibia. The school was selected on the basis of its outstanding results and sound management style. The study followed a descriptive survey design that involved a written test to examine learners' problem-solving skills together with the solution strategies used, and structured learner interviews to get their views about the choice of strategies for solving non-routine problems. The assessment framework of the learners' problem-solving skills was based on the Trends in International Mathematics and Science Study (TIMSS) scales for Polya's problem-solving model. The results showed that learners were more successful in answering the question with a diagrammatic illustration, suggesting that the use of diagrams makes it easier to understand the problems. A significant number of learners' algebraic problem-solving skills function at or below level 2 of TIMSS scale. The algebraic strategy was the most preferred solution strategy and there were learners who encountered difficulties with the language used in the questions.

Keywords:

• Algebraic Problem Solving Skills
• Non-routine Problems
• TIMSS Scale
• Polya's Model and Solution Strategies

Notes

1 The test was derived from the following sources as follows: Questions 1, 2, 3 & 7—Rossing Foundation Mathematics Olympiad (2009); Questions 4 & 5—MATHSCOUNTS, Inc 2007; and Question 6—California Std Test, California Department of Education (2008).

2 Only examples of learners' solution strategies for these questions are provided because learners generally did well in the question or they generally battled with the questions as indicated in Table 3.