An Investigation of Students' Difficulties in Solving Non-Routine Word Problem at Lower Secondary

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.