An exploratory investigation into the difficulties of solving 'guessing game' combination problems

This study investigates the challenges faced by primary-level students in learning mathematics, specifically focusing on why an entire class struggled with basic mathematical concepts. The research aimed to explore how students approached simple "guessing game" problems and to identify the barriers to their understanding. The study involved interviews with 27 students, both individually and in pairs, along with classroom observations to detect common difficulties. From this group, four students, whose challenges were representative of the entire cohort, were selected for more in-depth interviews. Key findings revealed several common mathematical challenges: lack of flexibility in thinking, difficulty using counting strategies like counting on, inability to translate word problems into number sentences, and struggles with operating number sentences once written. Additionally, many students had trouble with grouping and regrouping numbers or prematurely using number sentences without a proper grasp of the concepts involved. In a busy classroom setting, with numerous students and a curriculum to follow, it is easy for teachers to overlook the deeper reasons behind a student's struggles with mathematics. Teachers might mistakenly assume a student simply made a calculation error, when in reality the student may not have understood the problem at all. The study highlights the importance of recognizing and addressing these fundamental issues to improve mathematical learning outcomes for students. Copyright © 2024 Asia Pacific Journal of Business, Humanities and Education.