Page 46 - EDUCON 2022 Book of Abstracts

used an observation schedule, interview schedules and document
analysis guide to collect data.
Results: The findings indicated that most teachers struggled to
employ appropriate teaching methods when teaching Mathematical
problem-solving skills for young learners. Furthermore, the results
revealed major challenges which included learners’ poor reading
ability, lack of proper teaching materials, lack of support, and lack of
pedagogical knowledge. The study also found that teachers who teach
learners to identify key words from story problems grasp better in
terms of understanding and applying them.
Conclusion: Problem-solving is regarded a higher order skill in the
Grade 3 Mathematics syllabus. It contributes significantly to the
development and enhancement of logical reasoning skills. Therefore,
reading is a barrier to good performance, and in turn hampers learners’
ability to succeed in doing story problems.
Keywords: mathematics, story problems, reading, higher order skills
development and enhancement of logical reasoning skills. Therefore,
reading is a barrier to good performance, and in turn hampers learners’
ability to succeed in story problems.
Keywords: mathematics, story problems, reading, higher order skills

9. Matuka, J., Ilukena, M. A., & Nauyoma, O. S., Ethnomathematics
embedded in the Vamanyo ad Vakwangali in the Kavango East and
Kavango West regions
Background: Cultural groups have ideas, knowledge, methods, and
skills that allowed them to explore mathematical concepts outside of
the classroom. If these ideas, knowledge, methods, and skills are
implemented by Mathematics teachers in conjunction with residents or
indigenous people, Mathematics education in schools will be
improved. The natural resources of terrestrial wetlands, oxbows, and
rivers will be utilised to reduce poverty.

34