This study is based on research conducted in a school where, as reported by the mathematics teachers, a majority of the students aged between seven and nine had serious difficulties in problem-solving in mathematics. The purpose of the study was to ascertain why the whole body of students had such difficulties and why in such depth. It was necessary to examine the extent to which either or both of conceptual knowledge and procedural knowledge were absent, and why. In all, 27 students were studied over an extended period and were interviewed face-to-face. These interviews were videotaped, studied and analysed in depth and the relevant data extracted. The findings disclosed a number of weaknesses in both procedural and conceptual knowledge, an inability to appreciate the relationship between those two areas of knowledge and, as a result, real difficulty in making sense of simple word problems. The methodology proved most significant, highlighting the tremendous importance of using observation, video-recording those observations and analysing and interpreting them to identify learning difficulties. The implications for teachers in making greater use of video-recorded observational assessment are discussed. Copyright © 2016 International Journal of Arts and Sciences LLC.
|Journal||International Journal of Arts & Sciences|
|Publication status||Published - 2016|
Bibliographical noteKwan, Y. L. L. (2016). Assessment of learning difficulties with arithmetic word problems in a primary school: Use of the observation method employing video-recording. International Journal of Arts & Sciences, 9(2), 385-394.