Flawed Reasoning in Solving Algebraic Word Problems among Ghanaian Junior High School Pupils

Joseph Baidoo; Kingsford  Bondzie

doi:10.55927/ajns.v3i4.14216

Authors

Joseph Baidoo University of Education, Winneba
Kingsford Bondzie University of Education, Winneba

DOI:

https://doi.org/10.55927/ajns.v3i4.14216

Keywords:

Word Problems, Flaws, Reasoning, Junior High School Pupils, Effutu

Abstract

Solving algebraic tasks can be a daunting experience for pupils, and this may lead to more reasoning flaws when the problems are presented in both words and numbers. This study explored the types of flaws evident in the reasoning patterns of Ghanaian junior high school pupils when solving algebraic word problems. The qualitative case study design involving 25 pupils was used. These pupils were purposively sampled to complete a teacher-made algebra test. The test data were analyzed thematically. Based on their written responses, it was found that the pupils’ reasoning in solving algebraic word problems was flawed by seven different categories of errors. These errors included confusion between constants and variables, multiplication and exponents, equations and inequalities, sharing and subtraction, miscalculations, and the incorrect use of algebraic rules. The findings suggest that pupils’ flaws stem from a lack of both conceptual and procedural fluency. The findings suggest that pupils’ flaws stem from a lack of both conceptual and procedural fluency. Therefore, mathematics teachers should use more word problem tasks in their class exercises and homework.

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