scholarly journals An analysis of challenges in the teaching of problem solving in Grade 10 mathematics

2013 ◽  
Vol 9 (3) ◽  
Author(s):  
Tshele J Moloi
Keyword(s):  
Problem Solving ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Basic Education ◽  
Cultural Practices ◽  
Discursive Practice ◽  
Community Members ◽  
Mathematical Concepts ◽  
Cultural Wealth ◽  
Written Word

The paper focuses on challenges in the teaching of problem-solving in Grade 10 Mathematics, which may emanate from ignoring the background environment of the child (Graven & Schafer, 2013:4). It is important to affirm what learners know because their background knowledge is influenced by environmental surroundings (Leung, 2008:145), including social and cultural practices. The Department of Basic Education Report (2009) shows that the same topics in which Grade 10 Mathematics learners performed poorly corresponded with those in which they did poorly at the end of their Grade 12 examinations. The study is framed by community cultural wealth theory (Yosso, 2005), which posits knowledge as excluding communities. Rocha-Schmid (2010:344) contends that it is not correct to view excluded communities as objects for rehabilitation, but rather they should be conceived by a Freirean emancipatory project that perceives subaltern communities as authentic beings capable of engaging mathematical concepts in creative endeavours and critical thinking. Hence, the study asserts that it is crucial that parents, traditional leaders and community leaders, play a crucial role in the teaching and learning of Grade 10 Mathematics, so as to alleviate the identified challenges. The study utilised participatory action research (PAR) methods, which recognise community members as experts, and the empowerment of communities to find their own solutions to local issues (Moana, 2010:1). The researcher puts together a team of community members, the school population and education district officials as participants in the study. Each challenge was outlined and analysed using critical discourse analysis (CDA), enabling the participants to use the spoken/written word as evidence of the interpretation made at both the levels of discursive practice and social structures, to extract a deeper meaning and to make repertoires of each participant (Francis, 2012:18; Mahlomaholo, 2012a:51, 2012b:104).

Improving The Student's Classroom Student's Reasoning Ability In Mathematics Lesson Through Problem Solving Efforts At Sdn 13 Kubang

2018 ◽  
Vol 1 (2) ◽  
pp. 149-158
Author(s):  
Zulfetriani Zulfetriani
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mathematics Learning ◽  
Basic Knowledge ◽  
Test Results ◽  
Community Members ◽  
Maximum Value ◽  
Study Results ◽  
Daily Test

Basic education aims to provide basic skills to learners to develop their lives as individuals, community members, citizens and members of the human race and prepare learners to follow the next education. Primary education is organized to develop skills attitudes and provide the basic knowledge and skills necessary to live in communities and prepare learners who are eligible for secondary education (UU Sisdiknas No. 20 Year 2003 article 13). In teaching and learning activities, a teacher would have hope of desire for learners can get the maximum value possible, in accordance with the learning objectives created or desired but what can be in word, reality. For special mathematics subjects, field findings such as EBTANAS, summative test results and daily test scores and report scores indicate that the learners' learning outcomes are still below the numbers that may be unsatisfactory in both low and class high. From some study results and opinions of experts, the low mathematics learning outcomes of students is not because they are not able to perform calculations, but because they do not understand the problems contained in the problem. Hudoyo (in Laily Hasbullah: 2000: 1) states that questions related to numbers are not so difficult for learners, but the problems that use sentences are very difficult for learners who have less or less ability.  

scholarly journals O que dizem as pesquisas sobre a Resolução de Problemas na formação inicial de professores de Matemática: um olhar sobre as fragilidades metodológicasWhat research on problem solving in the initial teacher education of mathematics says: a look into the methodological weaknesses

2020 ◽  
Vol 22 (2) ◽  
pp. 721-750
Author(s):  
Luiz Otavio Rodrigues Mendes ◽  
Ana Lucia Pereira ◽  
Marcelo Carlos de Proença
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Basic Education ◽  
Initial Teacher Education ◽  
Future Research ◽  
Point Problem ◽  
Mathematical Content ◽  
Revisión Sistemática ◽  
Starting Point

ResumoA resolução de problemas, quando trabalhada com o problema como ponto de partida, tem apresentado profícuas possibilidades no ensino superior. No entanto, quais as possíveis fragilidades quando se trabalha com esta abordagem nesta perspectiva? À vista disso, este artigo apresenta o resultado de uma pesquisa que tem como objetivo desvelar as fragilidades que se evidenciam a partir do desenvolvimento da abordagem de resolução de problemas, em que se tem o problema como ponto de partida na formação inicial de professores de Matemática, apresentadas em teses e dissertações. A partir de uma revisão sistemática da literatura, encontramos 12 pesquisas que constituíram o corpus de dados, para serem analisadas seguindo as técnicas de Análise de Conteúdo, de onde foi possível identificarmos quatro categorias. Os principais resultados revelam que as fragilidades se relacionam com: I) dificuldades quanto à falta de conhecimento sobre o conteúdo matemático da educação básica pelos licenciandos; II) dificuldades apresentadas pelos licenciandos em comunicar suas ideias a respeito do conteúdo matemático trabalhado; III) dificuldade no entendimento dos problemas pelos estudantes; e, IV) dificuldades relativas ao tempo, referentes à realização das atividades pelos licenciandos e ao desenvolvimento da abordagem de ensino. Tais apontamentos podem contribuir com pesquisas futuras que desejem traçar este caminho, aprimorando-as e contribuindo com o processo de ensino e aprendizagem da Matemática.Palavras-chave: Solução de problemas, Formação inicial de professores, Matemática.AbstractWhen working with the problem as a starting point, problem-solving has presented fruitful possibilities in Higher Education. However, what are the possible weaknesses when working with this approach from this perspective? In view of this, this article presents the result of research that aims to unveil the fragilities that are evident from the development of the problem-solving approach, in which the problem is taken as a starting point in the initial training of mathematics teachers, presented in theses and dissertations. From a systematic review of the literature, we found 12 surveys that constituted the corpus of data, to be analyzed following the Content Analysis techniques, from which it was possible to identify four categories. The main results reveal that the weaknesses are related to I) difficulties related to the students’ lack of knowledge about the mathematical content of basic education; II) students’ difficulties to communicate their ideas about the mathematical content worked; III) students’ difficulty in understanding the problems; and, IV) difficulties related to time, concerning the students’ activity performance and the development of the teaching approach. Such notes can contribute to future research that wishes to follow this path, improving them and contributing to the process of teaching and learning Mathematics.Keywords: Problem-solving, Initial teacher education, Mathematics.ResumenLa resolución de problemas cuando se trabaja con el problema como punto de partida, ha presentado posibilidades fructíferas en la educación superior. Sin embargo, ¿cuáles son las posibles debilidades de entender y trabajar con este enfoque en esta perspectiva? En vista de esto, este artículo presenta el resultado de una investigación que tiene como objetivo develar las debilidades que se evidencian a partir del desarrollo del enfoque de resolución de problemas, en el que el problema se toma como punto de partida en la formación inicial de docentes de Matemáticas, presentadas en tesis y disertaciones. A partir de una revisión sistemática de la literatura, se encontraron 12 investigaciones que constituían el corpus de datos, para ser analizadas siguiendo las técnicas de Análisis de Contenido de manera cualitativa. Los principales resultados revelan que las debilidades están relacionadas con I) dificultades relacionadas con la falta de conocimiento sobre el contenido matemático de la Educación Básica por parte de los estudiantes de docencia, II) dificultades presentadas por los estudiantes de docencia para comunicar sus ideas sobre el contenido matemático trabajado, III) dificultad presentada por los alumnos para comprender problemas y IV) dificultad relacionada con el tiempo para desarrollar actividades y aplicar el enfoque. Tales notas pueden contribuir a futuras investigaciones que deseen trazar este camino, mejorarlas y contribuir al proceso de enseñanza y aprendizaje de las Matemáticas.Palabras clave: Resolución de problemas, Formación inicial de profesores, Matemáticas

A Problem is Something You Don't Want to Have: Problem Solving by Kindergartners

2005 ◽  
Vol 12 (3) ◽  
pp. 146-154
Author(s):  
Lynne Outhred ◽  
Sarah Sardelich
Keyword(s):  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Social Process ◽  
Mathematical Concepts ◽  
Mathematics Teaching And Learning ◽  
Mental Actions

Although Adrian, when asked by his teacher what a problem is, was adamant that problems are to be avoided, educators believe problem solving is central to mathematics teaching and learning (NCTM 2000). Problem solving supports students as they apply their skills and their knowledge of mathematical concepts and processes to a range of different contexts and as they construct knowledge by reflecting on their own physical and mental actions. When children solve problems together, learning is a social process in which they learn not only from the teacher but also by discussing, arguing, and negotiating with their peers.

Investigations: Vehicles for Learning and Doing Mathematics

1996 ◽  
Vol 178 (2) ◽  
pp. 35-49 ◽  
Author(s):  
Carole Greenes
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Solution Method ◽  
Professional Organizations ◽  
Mathematical Concepts ◽  
Educational Benefits ◽  
Problem Situations ◽  
Mathematics Educators ◽  
Solution Methods ◽  
Problem Solving Strategies

Professional organizations of mathematics educators and mathematicians are calling for major reforms in the teaching and learning of mathematics. Among those reforms are a shift in emphasis in curriculum from mastery of lists of unrelated mathematical concepts and skills to exploration of rich mathematical topics and problem situations, and a shift in learning from memorizing and replicating algorithmic procedures to investigating and solving complex problems. To help students achieve proficiency in solving problems, the curriculum must focus on development of the major concepts of mathematics, the enhancement and enlargement of students' repertoires of problem-solving strategies and reasoning methods, and the refinement of communication and collaboration skills. Because they present intriguing problems whose solutions or solution methods are not immediately obvious, and require the application of concepts from different areas of mathematics, and, in some instances, knowledge from other content areas, investigations are powerful vehicles for helping students achieve expertise in solving problems. The nature of investigations and their educational benefits are described. Three types of investigations, whimsical, real, and mathematical, are defined and illustrated. For each investigation, the mathematical content and problem-solving strategies are identified, and a solution method is presented. The responsibilities of the teacher, before, during and after an investigation are described.

scholarly journals The Use of Indigenous Games to Enhance the Learning of Word Problems in Grade 4 Mathematics: A Case of Kgati

2021 ◽  
Vol 20 (1) ◽  
pp. 240-259
Author(s):  
Tshele J. Moloi ◽  
Moeketsi S. Mosia ◽  
Mogalatjane E. Matabane ◽  
Khanyane T. Sibaya
Keyword(s):  
Indigenous Knowledge ◽  
Critical Discourse Analysis ◽  
Word Problems ◽  
Teaching And Learning ◽  
Critical Discourse ◽  
Participatory Action ◽  
Cultural Wealth ◽  
Mathematics Word Problems ◽  
Collaborative Activities ◽  
Head Of Department

This paper explores the value of indigenous games in the teaching and learning of word problems in Grade 4 mathematics. In particular, the paper explains how the moves of *kgati (skipping rope) can be used to enhance the teaching and learning of mathematics word problems. Participatory action research (PAR) methodology was used to generate data so as to enable participants to work collaboratively, freely and with confidence. Participants of this study were Grade 4 learners, a head of department, two Grade 4 mathematics teachers, a life skills teacher, a mathematics subject advisor, four parents and three members of the local royal family. The study seeks to answer the question: To what extent can learners use knowledge of the kgati (skipping rope) game to enhance the learning of mathematics word problems? Community cultural wealth (CCW) theory was employed as a lens that acknowledges the huge wealth of knowledge that participants bring from their homes into the classroom. These forms of capitals include aspirational, navigational, social, linguistic, familial and resistant capital which relate to the knowledge learners bring from home and use to tap into word problems. Critical discourse analysis was used to analyse the words of the research team to reach their deeper meanings. The results of the study indicate that learners can interpret, convert and link their indigenous knowledge with mathematics and improve their understanding of mathematics concepts when indigenous knowledge is incorporated. Incorporating kgati moves to learn word problems significantly improved learners’ creativity and imagination. The study further suggests that learners work better when given opportunities for interactive and collaborative activities that relate to their daily practices.

scholarly journals Pengenalan Budaya Bengkulu Melalui Puzzle Game Bagi Siswa Sekolah Dasar

2021 ◽  
pp. 44-49
Author(s):  
Lena Elfianty ◽  
Jusuf Wahyudi
Keyword(s):  
Higher Education ◽  
Elementary School Children ◽  
Teaching And Learning ◽  
Basic Education ◽  
Main Tool ◽  
Education Level ◽  
Teaching Material ◽  
Cultural Wealth ◽  
Teaching Aids ◽  
Class Teacher

Teaching aids at the higher education level are not something strange and rare, because the level of need in terms of material presentation is felt more useful and easy. Especially for the basic education level, a tool for delivering material to elementary school children which have been more conventional in the form of teachers reading or writing material, meanwhile, students copy what the class teacher writes. This habit of course will be slow and monotonous and can increase boredom in following the teaching and learning process.  To reduce the level of boredom and the less attractive way of delivering this teaching material, it is necessary to have a way that can arouse learning enthusiasm for students at the basic education level, namely in the form of visual displays using computers as the main tool with more material content. new and innovative. This is even more so if it is applied in the form of introduction to nature reserves, history, and cultural heritage.  The enthusiasm of the students while trying the puzzle game application based on the introduction of Bengkulu's culture and natural wealth encouraged the students to get to know and understand more about the importance of maintaining and being proud of the natural and cultural wealth of the Bengkulu people.

scholarly journals Assessing Girl Child Education and Parental Consciousness and Involvement in the Ashaiman Municipality

2020 ◽  
pp. 333-360
Author(s):  
Priscilla Adomako Gyasi ◽  
Yinghua Chen ◽  
Ekua Baiden Amissah
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Cultural Practices ◽  
Community Intervention ◽  
Group Discussion ◽  
Geographical Location ◽  
Girl Child ◽  
Quantitative And Qualitative Research ◽  
Intervention Measures ◽  
Household Heads

The 1992 Constitution of Ghana guarantees Free and Compulsory Basic Education to every child of school going age irrespective of gender, religion, ethnicity or geographical location however, this is far from reality as some children in Ghana lack education especially the girl child. Hence the objective of the study is to assess parental consciousness and involvement in the education of their girl child in Ashaiman Municipality and identify intervention measures specifically to improve girl education in the area. The study employed both quantitative and qualitative research methods where interviews and questionnaires were used for data collection as well as utilizing the multistage sampling and purposive (focus group discussion) sampling methods for the selection of the respondents. The analysis of the data was done using Descriptive statistics and the Thematic Analysis (qualitative) using Microsoft Excel. According to the study, poverty, lack of awareness, negative behaviours of household heads toward female education among others correspond to the increased girl dropout in the community. Intervention measures such as awareness creation, provision of financial resources and adequate teaching and learning materials, eliminating retrogressive cultural practices, among others have been proposed.

Teaching and Learning of Mathematics in Lower Primary in Schools in Ghana

2021 ◽  
pp. 136-154
Author(s):  
Frank Quansah
Keyword(s):  
Problem Solving ◽  
Human Activity ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Making Sense ◽  
The World ◽  
Problem Solving Strategies ◽  
Research Questions

Mathematics is a fundamental human activity – a way of making sense of the world. Children possess a natural curiosity and interest in mathematics and come to school with an understanding of mathematical concepts and problem-solving strategies that they have discovered through explorations of the world around them. The purpose of this study is to find out how mathematics is being taught and learnt among primary one pupils in basic schools in Ghana. A qualitative approach was employed to provide answers to the research questions raised. It was found that teachers employed variety of procedures for teaching mathematics. However, there were some problems encountered in the teaching and learning of mathematics.

scholarly journals Erudite pedagogic praxis of extension paradigm for technological skills transfer of the emerging farmers

2020 ◽  
Vol 48 (2) ◽  
Author(s):  
T Teele ◽  
M Nkoane ◽  
S. Mahlomaholo
Keyword(s):  
Adult Education ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Formal Education ◽  
Basic Education ◽  
Agricultural Extension ◽  
Learning Approaches ◽  
Skills Transfer ◽  
Education Status ◽  
Technological Skills

ABSTRACT Technological skills transfer approach from extension practitioners to the emerging farmers plays a significant role in the educational developments of the emerging farmers. These approaches have to take into account the methods of teaching that are in line with what is acceptable and underpinned by the adult teaching and learning approaches. Agricultural extension as an educational development programme for the emerging farmers needs to borrow from these approaches. Emerging farmers and extension practitioners in South Africa are mostly a group of diverse adults from different backgrounds and varying political, economic and social statuses. The formal education status of the emerging farmers might play a role in the ability to consume and apply presented information on the farm. However, the manner or approach that the information is presented could determine whether the emerging farmer become resistant to the information or not. The study employed the Participatory Action Research methodology with the philosophical framing of Bricolage to generate data that was analysed using Critical Discourse Analysis. The emerging farmers and extension practitioners volunterily engaged in the emancipatory discourse to outline the learning challenges using agricultural extension methods. Presenting agricultural information to the emerging farmers in the form of the Basic Education pedagogy, undermine the adult education prerequisites for the emerging farmers during training and farm visits. The emerging farmers, as adults exposed to agricultural extension, has to be conducted so guided by the trialled and tested adult education principles. By law, every individual over 15 years of age are entitled to adult education. The extension practitioners need to be acquainted with the adult education perspective. Keywords: Technological skills transfer, Emerging farmers, Extension, Pedagogic praxis

scholarly journals Uma reflexão sobre resolução de problemas na formação de professores que ensinam Matemática

Revemop ◽  
2019 ◽  
Vol 1 (3) ◽  
pp. 458
Author(s):  
Flávia Sueli Fabiani Marcatto
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Basic Education ◽  
Learning Assessment ◽  
Teaching Mathematics ◽  
Mathematical Ideas ◽  
Problem Situations ◽  
Problem Solving Process ◽  
Teaching Learning

<p>Este artigo tem como objetivo a construção de uma perspectiva diferenciada sobre o ensino de Matemática por meio da resolução de problemas para professores e futuros professores. O estudo segue uma metodologia de investigação de natureza qualitativa e interpretativa. No desenvolvimento das ações, foram incentivados registros escritos em portfólios com ênfase no processo de resolução de problemas. Dois problemas foram selecionados para intervenções em turmas da Educação Básica. O processo estimulou-os a questionar suas próprias respostas, explorar ideias matemáticas, questionar o problema e seus modos de encontrar a solução, fazer generalizações e transformar um dado problema em novas situações-problema, adaptando-as para suas aulas. Isto evidencia uma concepção de ensino-aprendizagem obtida por via de ação reflexiva e compartilhada que constrói conhecimentos, aprimorando a formação inicial e continuada de professores de Matemática.</p><p><strong>Palavras-chave: </strong>Ensino-Aprendizagem-Avaliação por meio da Resolução de Problemas. Práticas de Discussão. Ações de professores de Matemática.</p><p><strong><br /></strong></p><p><strong>A reflection on problem solving in teacher education teaching Mathematics</strong></p><p align="center"> </p><p><strong>Abstract: </strong>This article aims to build a differentiated perspective on mathematics teaching by solving problems for teachers and future teachers. The study follows an investigation methodology of qualitative and interpretative nature. In the development of the actions, written records were encouraged in portfolios with an emphasis on the problem-solving process. Two problems were selected for interventions in basic education classes. The process stimulated them to question their own answers, explore mathematical ideas, question the problem and their ways of finding the solution, make generalizations, and transform a given problem into new problem situations, by adapting them to their classrooms. This shows a concept of teaching and learning obtained through reflexive and shared action that builds knowledge, improving the initial and continued formation of mathematics teachers.<strong></strong></p><p><strong>Keywords:</strong> Teaching-Learning-Assessment through Problem Solving. Discussion Practices. Actions of Mathematics teachers.</p><p><strong><br /></strong></p><p><strong>Una reflexión sobre la resolución de problemas en la formación de profesores que enseñan Matemáticas</strong></p><p align="center"> </p><p><strong>Resumen:</strong> Este artículo tiene como objetivo la construcción de una perspectiva diferenciada obre enseñanza de Matemáticas por medio de la resolución de problemas para profesores y futuros profesores. El estudio sigue una metodología de investigación de naturaleza cualitativa e interpretativa. En el desarrollo de las acciones se incentivaron registros escritos en portafolios con énfasis en el proceso de resolución de problemas. Dos problemas fueron seleccionados, para intervenciones en grupos de Educación Básica. El proceso estimuló a cuestionar sus propias respuestas, explorar ideas matemáticas, cuestionar el problema y sus maneras de encontrar la solución, hacer generalizaciones y transformar un determinado problema en nuevas situaciones-problema, adaptándolas a sus clases. Esto evidencia una concepción de enseñanza-aprendizaje obtenida por vía de acción reflexiva y compartida que construye conocimientos, perfeccionando la formación inicial y continuada de profesores de Matemáticas.<strong></strong></p><p><strong>Palavras chave: </strong>Enseñanza-Aprendizaje-Evaluación a través de la resolución de problemas. Prácticas de Discusión. Acciones de profesores de Matemáticas.</p>

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