Event Title

ifficulties in solving word problems by using linear equations with one variable in 6th and 7th graders in lower secondary school

Session

Education and Development

Description

Pupils’ difficulties in modeling word problems and errors in solving them are the main reasons for researching this topic. In this non-experimental - correlational study, we assessed the relationship between difficulties in solving word problems and their causes. Participants were 6th and 7th graders of the private school “The British School of Kosovo” in Kosovo.

The result showed that pupils do have difficulties when solving word problems. When they were asked to transform word problems into mathematical equations, 41.25% gave correct answers. In contrast, 73% of pupils performed better where only the procedural solution of equations was required. This result suggests that pupils can execute basic math operations but cannot apply them to a word problem solution, mainly because of their inability to convert them into mathematical symbols. With this difficulty in the initial step, pupils cannot continue further, leading to unsuccessful task solving.

Keywords:

Word-Problems, Equations, Transforming, Modeling, Difficulties.

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-550-47-5

Location

UBT Kampus, Lipjan

Start Date

30-10-2021 12:00 AM

End Date

30-10-2021 12:00 AM

DOI

10.33107/ubt-ic.2021.427

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Oct 30th, 12:00 AM Oct 30th, 12:00 AM

ifficulties in solving word problems by using linear equations with one variable in 6th and 7th graders in lower secondary school

UBT Kampus, Lipjan

Pupils’ difficulties in modeling word problems and errors in solving them are the main reasons for researching this topic. In this non-experimental - correlational study, we assessed the relationship between difficulties in solving word problems and their causes. Participants were 6th and 7th graders of the private school “The British School of Kosovo” in Kosovo.

The result showed that pupils do have difficulties when solving word problems. When they were asked to transform word problems into mathematical equations, 41.25% gave correct answers. In contrast, 73% of pupils performed better where only the procedural solution of equations was required. This result suggests that pupils can execute basic math operations but cannot apply them to a word problem solution, mainly because of their inability to convert them into mathematical symbols. With this difficulty in the initial step, pupils cannot continue further, leading to unsuccessful task solving.