Learning Difficulties in Solving Problems in Mathematics at Tertiary Level

Abstract

This paper examined a conceptual review of learning difficulties in solving mathematical problems at the
tertiary level. Problem-solving is pivotal to learning mathematics at all educational levels as it fosters indepth mathematical understanding and transfer of mathematical knowledge to both known and unknown
situations. It is quite unfortunate that solving mathematical problems remains a challenge for students at
tertiary levels despite its significance. Many students are still confronted with difficulties at each stage of
the general problem-solving procedure prescribed by Polya. These difficulties include: lack of
understanding of the problem statement; inability to devise a plan, inability to execute an appropriate plan
and inability to check for corrections. Nine contributory factors to these difficulties in problem-solving
were identified, which are weak foundational knowledge, anxiety, ineffective teaching methods, language
barriers, poor strategies, inadequate practice, overcrowded classrooms, socio-economic hardship, and
limited technology access. It is therefore recommended that educators take into consideration these
difficulties and factors contributing to them to proffer better ways of overcoming such challenges to
learners, such as better teaching strategies, supportive institutional policies, improved resources, and
explicit instruction in problem-solving skills like those of George Polya and others. This will enable
teachers and students to be good problem-solvers.