Comparing grades 10 – 12 mathematics learners’ non-routine problem solving

David Mogari,Munyaradzi Chirove

doi:10.12973/eurasia.2017.00946a

Abstract

The study, which is derived from a larger study, compares grades 10 – 12 mathematics learners’ non-routine problem solving. An exploratory study was conducted on a convenience sample drawn from three high performing high schools located in Tshwane North District, Gauteng province of South Africa.Learners wrote a non-routine problem solving test. Findings revealed that the 11th grade learners obtained the highest mean score while that of the 10th grade learners was the lowest. High school learners’ level of strategy use on solving non-routine problems improved significantly as they progress from grade 10 to higher grades. No significant difference was discovered as learners progress from grade 11 to 12.

Highlights

Mathematics is hierarchal and gets increasingly complex when progressing through the grades
The study shows that it is not a forgone conclusion that learners’ nonroutine mathematical problems (NRMPs) improves progressively as more mathematics is learned or as more routine problems are solved. It seems NRMP depends on the type of teaching learners are exposed to
In terms of strategies learners used, it is evident that learners mostly used strategies that may be considered less sophisticated and are ‘haphazard’ in nature or follow a ‘hit-or-miss’ approach, i.e., GCR, NLD and simple case (SC) even though MD is the second popular strategy used in grades 11 & 12

Summary

Introduction

Mathematics is hierarchal and gets increasingly complex when progressing through the grades. Learners need requisite competencies to learn mathematics successfully in each grade. In this regard, the South African (SA) school curriculum sets out to expose learners to mathematical experiences that can develop their essential mathematical skills so that they can identify, investigate and solve problems creatively and critically, and develop mathematical reasoning and creative skills in preparation for more abstract and complex mathematical content (Department of Basic Education [DoBE], 2011, p9 &10). In SA, mathematics is compulsory till grade 9 and generally schools only allow above-average learners to continue with it into senior grades. In the senior grades teaching is still generally examination driven where learners are subjected to drill and rote learning with emphasis on mastery of

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Conclusion