Learners' Perceptions and Classroom Experiences About Problem-Solving in Mathematics

• In Event: Fairmont Roundtable Session Two
  In Roundtable Session: Section 1C Mathematics Roundtable One (Table 4)

Abstract

This Paper reports on the learners’ perceptions and classroom experiences on problem-solving. The sample for the Study comprised five Grade 10 teachers and eight learners from each of the participating teachers. The data were generated through lesson observations and learners’ focus group discussions. The results revealed that although learners have good perceptions about problem-solving and understand its importance, they lack knowledge on how their teachers should assist them to develop their problem-solving skills. The study further revealed that the learners experience problem-solving routinely in mathematics classrooms whereby in the majority of cases their learning of problem-solving is limited by the teachers’ tendency to demonstrate the solution procedures before engaging them in the learning task to try on their own.

Authors

• Mamathe Malepa-Qhobela, University of Lesotho International School
  Non-Presenting Author

• Mogege David Mosimege, University of the Free State
  Presenting Author