Students’ Errors and Learning Obstacles in Solving Algebraic Word Problems: Hermeneutic Phenomenology

Solving algebraic word problems is an essential component of the school mathematics curriculum; nonetheless, many students still make mistakes in solving them. Several studies have largely focused on categorizing errors in solving algebraic word problems. However, relatively little attention has been given to the underlying learning obstacles that shape these errors. Addressing this gap, this study explores students’ learning obstacles in solving algebraic word problems through a hermeneutic phenomenological approach. Data were collected from 138 Indonesian students and two Indonesian mathematics teachers using written tests, document studies, and interviews. Data analysis was conducted alongside thematic analysis and the interpretative phenomenological analysis framework. The findings revealed five main errors: misunderstanding the problem’s meaning, incorrectly forming mathematical equations from the narrative, failing to solve the constructed mathematical model, providing incomplete or contextually inappropriate final answers, and failing to apply the trial-and-error method. These errors were traced to three categories of learning obstacles. Ontogenic obstacles included weaknesses in prerequisite skills such as reading comprehension, arithmetic, and algebraic manipulation, as well as a limited ability to transition from arithmetic to algebraic thinking. Epistemological obstacles arose when students’ understanding was tied to narrow contexts and could not be applied flexibly to new problem situations. Didactical obstacles reflected instructional gaps, particularly the emphasis on procedural routines over interpretation, reflection, and representational flexibility. This study extends the application of learning obstacle theory to the context of algebraic word problems and offers practical implications for teachers in designing adaptive instructional strategies to minimize students’ learning obstacles.