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General Information
ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
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IJLT Editorial Office
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
2023-12-13
IJLT will adopt Article-by-Article Work Flow from 2024. For the Bimonthly journal, each issue will be released at the end of the issue month.
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Volume 3, No. 1, March 2017
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An Investigation of Students’ Difficulties in Solving Non-Routine Word Problem at Lower Secondary
Khemduth Singh Angateeah
Mauritius Institute of Education, Reduit, Mauritius
Abstract
—This study explores the cognitive processes undergone by Mauritian students who have difficulties in solving word problems. A questionnaire of three non routine word problems was administered to 190 grade 8 students, of different abilities. 15 students were interviewed to gauge the cognitive processes used while solving the problems. Montague’s (2003) framework for problem solving was used to analyse the data. All students could read the problems. High Achievers (HA) are wrong due to careless errors. While HA demonstrate good problem solving skills, some exhibit overconfidence. Average Achievers suffer from procedural errors while Low Achievers face difficulties mainly in visualizing and representing the problem.
Index Term
—problem solving, lower secondary, cognitive functioning
Cite: Khemduth Singh Angateeah, "An Investigation of Students’ Difficulties in Solving Non-Routine Word Problem at Lower Secondary," International Journal of Learning and Teaching, Vol. 3, No. 1, pp. 46-50, March 2017. doi: 10.18178/ijlt.3.1.46-50
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