Solution of real-world and standard problems by primary and secondary school students: A Zimbabwean example

Abstract

This exploratory study scrutinises the solutions of real-world and standard problems by a group of primary and secondary school students in Zimbabwe. Primary school students were in the final (7th) year of that level while the secondary school students were in the 3rd year of a four-year secondary sequence. Both groups responded to the same real-world and standard problems. The findings suggest that the students, irrespective of their educational level, solved real-world problems as if these were standard problems, expecting a solution and a correct answer.