Does Different Context of Problem
Solving Affect a Year 5 Pupil’s
Prepared by : Mohd Murad Awang
Does Different Context of Problem Solving Affect a Year 5 Pupil’s Performance?
Problem solving context can enhance pupils’ performance in solving the problem. This
qualitative research is to find out pupil’s performance in solving mathematical problems
with familiar context versus unfamiliar context. One Year 5 pupil in urban school located
in Kuala Terengganu was selected as a sample in this research. The tasks were
designed to find out which task pupil can perform better and time consuming to solve
each task was recorded. The findings showed that pupil performed well in both context
but pupil took longer time to finish the unfamiliar context task because the unfamiliar
task was found difficult due to the quantity value used in the task.
Integrating everyday life situation in pupils’ mathematical learning will help them
enhance their mathematics skills. Context which pupils engage with will also help them
to use and apply what they have learned in solving problem solving task. The term
context is to describe the non-mathematical meanings present in the problem
statement. Pupils will perform better when the problem context is familiar with their
experiences. A familiar problem context means that the real item and setting presented
in the problem are drawn from the pupils’ everyday experiences. On the other hand, the
unfamiliar problem context implies that the item and setting presented in the problem is
new to the pupils. So, this study is to find out how the familiarity of the problem context
can affects pupils’ performance.
Aim of Research
The main objectives of this research are:
To identify whether different context of problem solving affects pupils’ performance.
To identify difficulties that pupils face in solving different context of pro