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dc.contributor.advisor Masha, Kwena Maluleka, Bondo Kenneth 2013-09-27T12:54:37Z 2013-09-27T12:54:37Z 2013
dc.description Thesis (M.A. (Mathematics Education)) --University of Limpopo, 2013 en_US
dc.description.abstract This study intended to improve Grade 9 learners’ mathematical processes of solving word problems. It was an action research study in my own classroom consisting of 64 Grade 9 learners. Learners were given learning activities on word problems to carry out as part of their normal classroom mathematics’ lessons. Data were collected in two stages: first, through passive observation, that is, without my intervention, and later through participant observation thus provoking their thinking as they attempt the given questions. The learners’ responses were analyzed through checking the mathematical processes they used without my intervention. Learners also submitted their post-intervention responses for analysis of progress after interventions. The scripts were reviewed based on four problem- solving stages adopted from George Polya (1945). Those stages are, namely understanding the problem, devising the plan, carrying out the plan and looking back. It became evident from the findings that learners attempt solving word problems with no understanding. Communication, reasoning and recording processes appear to be key factors in assisting learners to make sense of word problems and, finally, proceeding towards an adequate solution. en_US
dc.format.extent vii, 104 leaves en_US
dc.language.iso en en_US
dc.publisher University of Limpopo (Turfloop Campus) en_US
dc.relation.requires PDF en_US
dc.subject Seconday school mathematics en_US
dc.subject Mathematics teaching and learning en_US
dc.subject.ddc 373.011 en_US
dc.subject.lcsh Mathematics -- Study and teaching (Secondary) -- South Africa en_US
dc.subject.lcsh Problems, word (Mathematics) en_US
dc.title Improving grade 9 learners' Mathematical processes of solving word problems en_US
dc.type Thesis en_US

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