An Investigation into Pupils Experience of Solving Non- Routine Mathematics Problem; A Case Study of Ghana International School

ABSTRACT

The main purpose of the study was to investigate pupils’ experiences when working on non-routine mathematics problems. This was deemed imperative to discover learners’ reactions to problems of this kind, investigate their competencies and skills necessary for successfully working out nonroutine exercises and also delving deeper into how pupils felt whenever they were tasked to work on complex type problems. Again, the study sought to unearth how pupils were benefitting from useful classroom practices such as collaborative and co-operative learning, as far as the solving of non-routine problems was concerned. The research was carried out at Ghana International School (G.I.S) where a total number of 144 pupils, from Year Four to Year Six, were selected using the simple random sampling technique. With respect to the research design, the sequential mixed method was adopted where emphasis dwelt on the use of assessments and interviews as the main instruments for data collection. The data gathered was analysed statically using simple frequency tables and the responses from the participants were also transcribed into thematic areas. The results from the study revealed that most pupils exhibited inappropriate comprehension of problem solving and computational processes including inaccurate choices of strategies. Again, learners grappled with incompetence at thinking mathematically and lacked the much needed creative knowledge of how to work purposefully on non-routine problems. Some of the recommendations included teachers benefitting from more in service training, pupils making more progress through collaborative and co-operative learning and educational authorities creating more opportunities for teachers to build on their competence through more Professional Development packages in the area of mathematics.