This paper raised observations concerning the identified gap between the way secondary school teachers teach word problems involving simultaneous equations and best practices in mathematics teaching. The method of teaching the topic by teachers using the algorithm approach with the methods of substitution and elimination was found to be insufficient, and may not allow students to excel. Alternative approach of simulation was used on type A and type B word problems leading to simultaneous equations. The three stages of cognitive development of the learner which are categorised as the enactive, the iconic and the symbolic were presented with specific examples. Based on the conclusions of the paper the simulation approach of teaching word problems leading to simultaneous equations was recommended to secondary school teachers.
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