Mathematical word problems: Understanding how secondary students position themselves

This study forms the initial stage of a larger study that will examine the underlying reasons why Grade 10 students often produce equations that are inaccurate translations of mathematical word problems. Four case studies were undertaken to establish a socio-situated perspective of the influences that could be inducing mistranslation of word problems into equations. The study adopts a discourse analysis (Gee, 1999; 1992a) that aims at identifying cultural models that are at play in order to pinpoint student perceptions about word problems, and to place these appropriately within the social context. The data suggests that there is a sequence of events stemming from certain master models that contribute to the development of behavioural trends when it comes to word problems. In these four case studies a central master model is evident in which the students can be seen to position themselves in a situation of relative mathematical helplessness. Since students can hold conflicting cultural models they can be differently affected, depending upon which cultural models the students act. Examination of how students undertake word problems and what they say about the problems gives some insight as to how students come to position themselves. The consequences of this student positioning are discussed, particularly with a view to whose interests word problems serve.