Prevalence of Students with Difficulties in Applying Mathematical Concepts, Understanding Word Problems, Using Logical Reasoning, and Interpreting Mathematical Language at the Elementary Level

Abstract

The study investigated the frequencies of students in elementary grades who are having trouble using mathematical concepts, understanding word problems, logical reasoning, and mathematical language. The quantitative survey was of a cross-sectional design type. Public and private elementary schools of Punjab have been sampled using multistage stratified random sampling for collecting a sample of 409 students. Students were evaluated by a 50-item question paper comprising conceptual application, word problems and logical reasoning, mathematics language. The frequencies and percentages were computed, descriptive statistics were used, independent-samples t tests, one-way analysis of variance, reliability analysis, exploratory factor analysis, correlation, and multiple regression were applied. The illustrative findings indicated that moderate difficulties (51.3%) and high difficulties (24.2%) were experienced by majority of the students. The understanding of word problems was the main area, while the application of mathematical concepts came next. Students with identified learning or mathematical difficulties obtained significantly higher scores. The study concluded that explicit concept instruction, mathematical vocabulary teaching, visual representations, schema-based word-problem instruction, and reasoning-focused activities were required at the elementary level.