Authors: Muzumala Mwansa Gertrude
Abstract: A poor essential working in Mathematics is an attribute of poor problem solving processes. The study explored learners’ problem solving approach in Calculus at grade 12 level. The objectives were to examine the impact of problem-solving strategies on learners’ confidence in tackling calculus problems, evaluate how perseverance in problem-solving influences learners' success in calculus, analyze how problem-solving approaches contribute to a deeper understanding of Calculus concepts and assess the role of collaborative problem-solving in improving learners’ comprehension of Calculus. Thirty-two learners and four teachers at four secondary schools in the Mansa district of Luapula province, Zambia, participated. Purposive and stratified random sampling technique was employed. A qualitative study approach, which followed a descriptive case study design, was used. Data was collected using lesson observations, focus group discussions, and semi-structured interviews. Video and audio recordings were used to capture observations and interviews. Thematic analysis was used to analyse data. The four principles of problem solving by Polya namely, understanding the problem, devising a plan, executing the plan and looking back guided the analysis were employed. Although learners’ read, re-read and wrote Calculus functions before solving, they experienced difficulties in underlining key important words; writing Calculus formulas; simplifying calculus problems; applying appropriate calculus formulae; and had no reflective skills during and after solving Calculus problems. In view of these findings, it was recommended that teachers should use problem-solving approaches, which assist learners in identifying key words in the problem, devising Calculus formulas, monitoring each step during solving and looking back after solving.
