Why are non-routine mathematics word problems difficult?: Lessons from preservice basic school teachers in Ghana

Abstract

This study sought to contribute to the literature on why non-routine word problems in Mathematics often seem difficult for learners. Three hundred and sixty-nine Primary and Junior High School teacher trainees from three Colleges of Education in Southern Ghana participated in the study. A non-routine mathematics word problem achievement test was administered to the teacher trainees, after which 18 (out of the 369) were interviewed to explain their processes. The difficulties encountered by participants were analysed using Newman’s (1977/1983) Error Analysis as the theoretical framework. The results revealed that the pre-service teachers generally had weak proficiency in non-routine word problem solving. The majority of participants could not solve problems at the Junior and Senior High School levels. Implications of the findings for pre-service teacher preparation at the College of Education level in Ghana and countries that have similar mode of teacher education are provided.