Students’ Difficulties Fourth grade students in Problem Solving the Topic of Dividing by 2-digit Numbers within Mathematics Classroom

Abstract

This study aimed to explore the difficulties fourth-grade students faced in solving two-digit division problems in mathematics classes. The target group for this research consisted of 12 fourth-grade students in the first semester of the 2024 academic year. The research instruments included six lesson plans on two-digit division, field recording forms, and content analysis of the textbook, specifically focusing on the areas where students experienced difficulties. This analysis was conducted using the fourth-grade mathematics textbook developed in collaboration between the Center for Research on International Cooperation in Educational Development (CRICED), University of Tsukuba, Japan, and the Mathematics Education Research Center, Khon Kaen University. The analysis combined protocol analysis with descriptive analysis, dividing the mathematics teaching approach into two stages: Stage 1: Problem Posing, and Stage 2: Problem Solving.

The research results found that students' difficulties in solving problems in mathematics class consisted of (1) Difficulties in learning written symbols. Students tried to write symbolic sentences but got stuck and had to correct their own mistakes. Students wrote overlapping sentences many times, causing problems in writing symbols, symbolic sentences, and symbols. For example, a student wanted to write an addition symbolic sentence but after discussing it with their group members, changed it to a multiplication symbolic sentence. After discussing it with their group members, the student corrected the writing of the symbolic sentence, which had been written overlapping many times, and crossed out the text. 2) Difficulties in learning elementary mathematical concepts and procedures. Students got stuck in writing symbolic sentences, pondered, and showed facial expressions when trying to solve the problem. Students had Difficulties solving the problem and it was also found that students wrote their own ideas on the worksheet, crossed out the text, and then reviewed the problem situation and instructions again, which led to a new understanding of the problem and the students were able to write the new idea again. Later, students were able to use supplementary materials to help solve the problem of dividing colored paper by counting the sheets and separating them into piles, thus overcoming the problem-solving difficulties and developing their own ways of thinking.