Dr. Kwan Yuet Ling Linda
Senior Lecturer in Department of Psychology, The Education University of Hong Kong, Hong Kong
This study arises out of research in a school where the majority of students, aged between seven and nine, had experienced substantial difficulty in problem-solving in mathematics. The study was designed to discover why such a large body of students had so many difficulties in solving what, to their peers elsewhere, might be seen as simple arithmetic problems well within their capabilities. The study was designed to discover the extent of the students’ difficulties and the reasons for them. 27 students were studied over a period of many months. Each was interviewed face-to-face. All interviews were videotaped and the recordings were studied and analysed and relevant data extracted. The students were presented with combine problems in the form of guessing games similar to those used by Neuman (1987) and as categorised by Riley et al. (1983) as a ‘CB2” problem. The purpose of the game was to assess whether the students had an understanding of part-whole and to observe how they went about trying to solve the problem. The game gave an insight into the strategies the students adopted and the difficulties they encountered in such matters as number conception, decomposition and part-whole relationship. The findings disclosed several problematic issues regarding both procedural and conceptual knowledge, the details of which, it was felt, could help the teachers identify symptoms of poor performance and understand the reasons for them so that they could then design a suitable remedial programme.
Disclaimer: Any opinions and views expressed in this submission are the opinions and views of the person who has submitted the article, and are not the views of or endorsed by the Teaching and Education Research Association (TERA). The accuracy of the content should not be relied upon and should be independently verified with primary sources of information. The person submitting the article does not necessarily be the author of the article. The Teaching and Education Research Association (TERA) shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, about, or arising out of the use of the content. For any issues or any reporting, write an email to email@example.com