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The vocabulary is too difficult comprehend without  guidedance 

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The vocabulary is too difficult comprehend without  guidedance 

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Terminology might be the possible be the barrier for the learners. They get confused between less, fewer and more.

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Terminology might be the possible be the barrier for the learners. They get confused between less, fewer and more.

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Learners often struggle with comparison problems due to several reasons:

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Learners often struggle with comparison problems due to several reasons:

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1. **Abstract Concept**: Comparison involves abstract thinking, which can be challenging for some learners. It requires them to analyze and differentiate between two or more items or concepts.

2. **Lack of Context**: Sometimes, learners may struggle because they lack the necessary context to understand the items being compared. Without a clear understanding of what is being compared and why, it's difficult for them to make meaningful comparisons.

3. **Complexity**: Comparison problems can involve various factors and variables, making them more complex than straightforward questions. Learners may find it overwhelming to consider all the relevant factors and make a decision.

4. **Limited Experience**: Lack of exposure to diverse comparisons in real-life situations can hinder learners' ability to apply comparison skills effectively. For example, if they haven't encountered a wide range of comparative scenarios, they may struggle to generalize their skills.

5. **Language Barriers**: For learners who are not proficient in the language in which the comparison problem is presented, understanding the question itself can be a challenge, let alone making the comparison accurately.

6. **Cognitive Development**: Developmental factors play a role as well. Younger learners, for instance, may have difficulty grasping abstract concepts compared to older learners.

7. **Misinterpretation of Information**: Learners may misinterpret the information provided in the problem, leading to incorrect comparisons. This can happen due to ambiguity in the language used or misconceptions about the concepts being compared.

Addressing these challenges often involves providing clear explanations, offering examples with relatable contexts, and providing ample practice opportunities to reinforce comparison skills.

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Learners often struggle with comparison problems due to several reasons:

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Learners often struggle with comparison problems due to several reasons:

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1. Abstract Concept C

2. omparison involves abstract thinking, which can be challenging for some learners. It requires them to analyze and differentiate between two or more items or concepts.

2. **Lack of Context**: Sometimes, learners may struggle because they lack the necessary context to understand the items being compared. Without a clear understanding of what is being compared and why, it's difficult for them to make meaningful comparisons.

3. **Complexity**: Comparison problems can involve various factors and variables, making them more complex than straightforward questions. Learners may find it overwhelming to consider all the relevant factors and make a decision.

4. **Limited Experience**: Lack of exposure to diverse comparisons in real-life situations can hinder learners' ability to apply comparison skills effectively. For example, if they haven't encountered a wide range of comparative scenarios, they may struggle to generalize their skills.

5. **Language Barriers**: For learners who are not proficient in the language in which the comparison problem is presented, understanding the question itself can be a challenge, let alone making the comparison accurately.

6. **Cognitive Development**: Developmental factors play a role as well. Younger learners, for instance, may have difficulty grasping abstract concepts compared to older learners.

7. **Misinterpretation of Information**: Learners may misinterpret the information provided in the problem, leading to incorrect comparisons. This can happen due to ambiguity in the language used or misconceptions about the concepts being compared.

Addressing these challenges often involves providing clear explanations, offering examples with relatable contexts, and providing ample practice opportunities to reinforce comparison skills.

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Learners find it difficult to understand the terminology

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Learners normally find it difficult to understand terminology being used but they are fully aware of how to come to a result of a rising question. They tend to mistake two more and two fewer.

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Learners normally find it difficult to understand terminology being used but they are fully aware of how to come to a result of a rising question. They tend to mistake two more and two fewer.

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Linked with the reading challenges (which I am not going to elaborate on because we know who "they" blame) we encounter in our daily interaction with the learners, the number sense of the learners are lacking at this stage as well. Teaching the mathematical vocabulary and exposure to problem solving is a challenge as the learners struggle to understand what they are reading and the lack of critical thinking as well as the sense of accountability to reach a well worked out answer that is correct in relation to the problem.

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Understanding of terminology less, fewer, more 

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Understanding of terminology less, fewer, more 

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U

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Translating verbal language into mathematical operations poses a difficulty. For instance, interpreting "two more" as addition and "two fewer" as subtraction requires a solid understanding of mathematical language.

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Learners may struggle with the comparison problems presented because they involve understanding relationships and differences between quantities, which can be conceptually challenging. 

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Learners may struggle with the comparison problems presented because they involve understanding relationships and differences between quantities, which can be conceptually challenging. 

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Lack of terminology used, don't read with understanding nd find it difficult to devise plan to solve problem.

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Lack of terminology used, don't read with understanding nd find it difficult to devise plan to solve problem.

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Comparing problem

learners find it difficult to comprehend making it difficult for them to understand problems. It is rather difficult for them to compare when they find it hard to understand the value and the place value of the number.

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Mellisa.T /Learners struggling to make comparisons

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Mellisa.T /Learners struggling to make comparisons

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Learners struggle to make connections between math vocabulary that have the same meaning. The concept of number range is also important.

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Learners struggle with reading with comprehension. This can distort them visualizing the number sentence.

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Learners struggle with reading with comprehension. This can distort them visualizing the number sentence.

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One of the problems could be that learners struggles to comprehend what they are reading. They are also reluctant to think about the "deeper meaning" of words and expect everything to be simple. Therefore it is an effort for them to link "more than" and "fewer than" to mathematical concepts and operations.

Another problem could be that too much screentime and exposure to technology negatively affected their ability to think abstract and to visualize. It makes it difficult for them to "see the picture' of what they read and then think critically about it in order to solve the problem.

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It easier for learners to make a drawing, then write a number sentence to do their calculation

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Reading comprehension and visualizing the problem are two major challenges. Learners struggle to understand problems with multiple calculations. On the other hand some learners know exactly what to do, but they don not know how to do/show it on paper.

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I think leaners can’t comprehend what and visualise what they are reading plus they don’t understand the terminology used

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I think our learners at grade 4 struggle to read with understanding and visualize the problem. language barriers.

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Learners cannot understand or visualize what they are reading. They cannot analyse a complex problem.

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In my school learnersreally struggle with ready comprehension. . This make it difficult for them to bring the two together. They find working with concrete easier than abstract.

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Learners are unable to visualise the problem.

Lack of comprehension skills and knowledge on mathematical terminology.

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Learners struggle to comprehend what they are reading. Learners have reading difficulties. Learners do not know mathematical vocabulary and this makes is difficult to understand a worded problem.

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Comparison problems

Learners do not understand mathematical vocabulary. They also struggle to read with meaning, thus making it hard to comprehend what to do in a word problem.

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The problem that learners struggle with here, is not Mathematical. The problem is reading comprehension. Understanding in the instruction and following through.

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In the first one instead of subtracting learners might add the two by seing the word 'more' which is to add. In the second one they might subtract the 2 instead of adding 2 by seing the term ' fewer' which will immediately alarm subtract to them. 

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In the first one instead of subtracting learners might add the two by seing the word 'more' which is to add. In the second one they might subtract the 2 instead of adding 2 by seing the term ' fewer' which will immediately alarm subtract to them. 

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Learners struggle to read with comprehension. They struggle to understand the problem. They do not know mathematical terminology.

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Many learners have difficulty reading and most learners do not have comprehension skills. This is why problem solving is difficult to most learners also they have difficulty reading the Mathematical terminology.

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Learners struggle to make sense of words as numbers. Maths vocabulary not mastered makes this even more difficult.

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The problem learners have is that they can read , but they struggle with reading for meaning(comprehension). Learners will read a problem but they do not know what the problem is and how to tackle the problem.

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The problem that learners are struggling with, is not how to solve the problem, the issue occurs when have to decode and comprehend the problem. Learners are also not taught the correct Mathematical terminology in the Foundation Phase.

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Learners struggle to read / read with understanding. They also struggle to identify which operation to use due to being unable to form a picture of the problem in their head. Learners also don't know basic mathematical terminology such as product etc. If learners don't understand the language, they wont be able to make sense of the problem.

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Learners can read but they struggle to read with meaning so they can see something is incorrect but they don't always know why

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Learners can read but they struggle to read with meaning so they can see something is incorrect but they don't always know why

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It is difficult for learners / we can say that they struggle to comprehend a problem solver when words are involve.

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Learners have different ways of thinking and to read a problem it can take time because learners dont have that ability to read something with understanding if the vocabulary of a mathematical problem is difficult.

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Learners struggle to read with meaning and to comprehend what is asked of them to do. Also, the change in words such as "two more' and '2 fewer' instead of add 2 to and subtract 2 from... becomes lost in translation.

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Learners struggle with reading and understanding problems in word form. They become intimidated by the unfamiliar words they encounter when doing word problems. We need to provide them with more opportunities to practice 'real-world' problems.

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Some learners can't read with comprehension. They also lack comprehension of mathematical terminology.

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Many learners struggle to read, not just that, they struggle to read with comprehension.

This highly effects their ability to understand a mathematical problem.

If the learner does not understand the problem, they do not understand what mathematical skill or operation they need to apply and therefore are unable to compare problems.

They are also unable to think critically about abstract problems, this highly hinders their ability to to analyze and compare.

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Learners often face difficulties with comparison problems due to several interconnected challenges. Firstly, they may struggle to understand the context of the problem sufficiently to make meaningful comparisons. This lack of contextual comprehension impedes their ability to identify key differences between the elements being compared. Additionally, the inability to think critically about the problem in an abstract manner further hinders their capacity to analyze and synthesize information effectively. Furthermore, learners may encounter obstacles in independently reading and comprehending the problem, which compounds their difficulties. Factors such as language barriers and the mental load of processing multiple issues simultaneously can make it overwhelming for learners to tackle the problem, exacerbating their struggles before they even begin the process of solving it.

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Learners find it difficult to read with comprehension. That is why problem solving is such a challenge to them. Sometimes it's also the lack of comprehension of mathematical terminology. Put the same problem as a number sentence and they will be able to solve it with ease.

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Learners read without understanding what is expected of them

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Learners read without understanding what is expected of them

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The learners in my school struggles with reading and writing. They tend to read the questions and answer how they think they must answer and in most cases they answer the question wrong because of their lack of reading with understanding. Struggling with writing is a skill learners need to grasp because of this they struggle to understand the question. Comparing numbers and trying to understand is a problem because if you can't read and understand what you must do, then getting to the answer can be very difficult.

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Most learners lack the skill of reading with comprehension. Sometimes learners also spot reads, which leads to important information of the problem not being evaluated and taken into consideration when finding the solution. From experience, it is also due the lack of understanding of mathematical terminology.

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Working at a special needs school, a lot of our learners cannot read and requires a scribe. Learners struggle to comprehend what they are reading and they cannot distinguish between the different mathematical word problem vocabulary being used. 

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Working at a special needs school, a lot of our learners cannot read and requires a scribe. Learners struggle to comprehend what they are reading and they cannot distinguish between the different mathematical word problem vocabulary being used. 

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The majority of learners struggle with both reading comprehension and basic reading skills, so they are unable to answer questions that require those skills.

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The majority of learners struggle with both reading comprehension and basic reading skills, so they are unable to answer questions that require those skills.

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Learners struggle to understand what operation to use

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Learners struggle to understand what operation to use

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Many learners struggle when reading a word problem. They are unsure whether to add or subtract. Many end up choosing addition because they find it easier to add.

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Learners struggle to read with comprehension and therefor cannot make o

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Learners struggle to read with comprehension and therefor cannot make o

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Learners cannot read with understanding and therefor cannot answer the question

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Comparison difficulties due to comprehension

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Comparison difficulties due to comprehension

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Learners struggle with word problems, as they do not read with comprehension. They can understand that there is a difference between the two numbers (subtraction is easy enough), but finding the correct "split" in order to make the numbers the same is confusing for them, especially as numbers get larger.

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In my experience which I get to see on a daily basis is that learners struggle a lot to read.

Secondly learners read without comprehension, so they struggle to solve a problem as such. Learners are also more visual, so they would like to have the problem basically displayed infront of them in order to get to a solution.

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Why learners struggle with comparison problems?

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Why learners struggle with comparison problems?

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1. Learners read without comprehension.

2. Learners are not exposed to this level of problem solving questions. They are so used to problem solving questions where they are told what to do, so they don't think about the question.

3. They think that "more than" only means "add" and "fewer than" only means subtract. They do not take note of the context it's used in.

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Learners are starting to read less. They also struggle to read with understanding. Comparing numbers is essential for understanding numbers. For instance, to understand concepts like addition and subtraction a fair idea of number comparison is required.

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Learners do not read with understanding. They either do this because they do not have the ability to (that skill hasn't been properly developed yet / they don not know the correct mathematical terminology) or because they put themselves under stress when completing an assessment and work through it so quickly, that they miss the important details.

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Learners do not read with understanding. They either do this because they do not have the ability to (that skill hasn't been properly developed yet / they don not know the correct mathematical terminology) or because they put themselves under stress when completing an assessment and work through it so quickly, that they miss the important details.

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Learners do not understand what is expecting from them to do. They will do it according their own understanding because just want to finish. They do not read the meaning therefore use their own understanding.

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learners struggle with reading especially reading with undetstanding. Learners do not know the right terminology when it comes to mathematcs four baic operations

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Learners are reading less and struggle with reading comprehension. This makes it more difficult for them to understand Mathematics language/ vocabulary for example the words fewer, greater than, less than and equal to.   They also struggle with the value of numbers.  By not understanding the value of numbers it makes it more difficult to compare how numbers relate to each other.

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Learners do not read the instructions, they struggle to read with understanding. Not always sure which which operation to use. Expect everything to be simple.   

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Learners do not read the instructions, they struggle to read with understanding. Not always sure which which operation to use. Expect everything to be simple.   

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Learners, these days are more visual learners. They want to see everything on a screen. This makes the process of concentrating and thinking difficult. The learner wants everything ready-made, like 17-2=. Teaching/ showing them to formulate a calculation plan might be the best way to empower them.

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learners will struggle to read with understanding.

They will find it difficult to link concepts like more than and fewer than into mathematical context.

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Learners are being programmed to do calculations and are not exposed to problem solving. So they may be stumped by having a contextual problem and not a number sentence. So their focus may be what does this number sentence look like or what operation am I suppose to do here instead of how do I solve this poblem.

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Learners struggle to read with comprehension. When reading problem solving questions, the cognition has to do more than one calculation at a time. Sence first need to be made of what is being read and then logical thinking can take place.

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In the world they are living in, everything is instant and at their fingertips. Learners do not want to struggle. If they read something once, and it does not make sense to them, they simply leave it out and move on to things that make sense to them. They have no desire to solve a problem if it is not clear from the get-go, what they must do.

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Learners do not read the question correctly. They do not take the mathematical language into account:

Mary has 17 marbles. She has two more than John. How many marbles does John have?

In this question learners are to remember that Jenna has 17 she has 2 more- which in mathematical language needs Jenna to subtract to find the amount of marbles John has

scenario 2

John has 15 marbles. He has 2 fewer than Mary. How many marbles does Mary have? Now learners are required to know they are required to do the inverse of the operation. John has 2 fewer which means Mary has 2 more- in this instance John's 15+ 2 = 17

Learners do not read with meaning and use their understanding of number operations

Ms. F. Arendse

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Comparing numbers is essential for understanding numbers. This is something that many learners struggle with once they reach the intermediate phase. For a variety of reasons, learners may struggle with comparing numbers. For starters, learners may have difficulty grasping the concepts of quantity and relative worth. They may struggle with recognizing which number is higher or smaller when no strong visual cues or context are offered. Learners may struggle to grasp comparison symbols like larger than (>), less than (<), and equal to (=), complicating their knowledge of comparing numbers. In addition, learners do not read with comprehension, which impedes the process and understanding of the concept of numerical sense.

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Learners are starting to read less and less. It is as if they do not know how to make sense of the information that they are reading.

Comparison with larger numbers are even worse. Learners don't know how to make plans now a days or how to use pictures to help solve problems.