Abstract
Modern mathematics education used a different approach when dealing with word problems in algebra because of how people perceive mathematics. The teacher can aid students in honing their problem-solving abilities to assist them build mathematical concepts that can be applied in real-world situations. This research is a case study involving junior high school (JHS) pupils in Ghana’s Tema Metropolis. For the study, data collection and analysis used a qualitative methodology. Using a purposive sample technique, data from 12 participants–six JHS mathematics teachers and six students–were gathered. Data were gathered through observation, interviews, and document analysis. The primary finding is that JHS pupils at Tema Education Metropolis are unable to present their own issues as proof of conceptual knowledge of algebra word problems.
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