Understanding Students’ Mathematical Problem-Solving Difficulties: Teachers’ Strategies and Learners’ Coping Mechanisms
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Abstract
Solving mathematical problems remains a persistent challenge among learners, prompting this study to explore the specific difficulties experienced by students in a public secondary school in Digos City, Davao del Sur. Using a qualitative phenomenological research design, the study engaged ten mathematics teachers and fourteen students selected through purposive and convenience sampling. Data were generated through key-informant interviews and focus group discussions and analyzed using Braun and Clarke’s (2021) thematic analysis framework. Findings revealed five major themes describing students’ difficulties: (1) lack of comprehension of word problems, (2) difficulty translating mathematical phrases, (3) negative attitudes toward mathematics, (4) preparation and focus issues, (5) memory issues, and (6) instructional issues. To address these challenges, teachers employed varied strategies, including differentiated methods, vernacular translation, and motivational techniques, while students relied on personal responsibility through studying, asking questions, and practicing problem-solving skills. The study highlights the shared responsibility of the academe, teachers, students, and parents in providing sustained support to strengthen learners’ problem-solving competence and improve mathematics performance.
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