Teachers’ Problem-Solving Beliefs and Their Practices in Mathematics Classrooms: A Case of Grade 7 & 8 Primary School Teachers’ in Bahir Dar Town
Journal Title: Journal of Education, Society and Behavioural Science - Year 2017, Vol 19, Issue 1
Abstract
The major purpose of this study was to investigate teachers’ beliefs about the role of problem solving in learning mathematics and their classroom practices of grade 7 and 8 mathematics teachers. Descriptive survey method was employed for the study. The data required for the study were collected from teachers using questionnaires. The findings of the study indicated that teachers have generally traditional beliefs about the role of problem solving in learning mathematics. In relation to problem solving approaches, there appeared to be more of a focus on teaching for problem solving rather than teaching through problem solving. Most of the teachers support the more traditional practices of presenting problems to students at the end of the topic after basic facts and procedures (algorithms) have been rehearsed. Consequently, teachers view the role of problem solving as the means to an end of finding the correct answer rather than viewing as a means of learning mathematics or a way of thinking. Teachers were more frequently employ the more traditional practices of giving exercises to students to practice their skills instead of focusing on problems. There exists a strong positive correlation between teachers’ beliefs about the role of problem solving in learning mathematics and their classroom practice. Implication of the Study was to identify and clarify teachers’ beliefs and their practice regarding problem solving approach of teaching. So that teacher education, curriculum developers, ongoing teacher development and teaching practice would be informed to address gaps in this regard. The study could be of some help to teachers, students, school principals, education officers, and regional education Bureau to be informed about the current practice of problem solving approach of teaching in mathematics classrooms so as to take corrective measures whenever possible. Finally, the research report might be used as a reference for further studies.
Authors and Affiliations
Asrat Dagnew
Keywords
Related Articles
- EP ID EP320348
- DOI 10.9734/BJESBS/2017/29414
- Views 128
- Downloads 0
Effective Teaching and Learning Strategies in Science and Mathematics to Improve Students’ Academic Performance in Nigeria
The paper focused on the effective use of science and mathematics teaching and learning strategies for the improving students’ academic performance. It highlighted on the concept of teaching and learning strategies, teac...
Previous Experiences and Risk Perception: The Role of Transference
Aims: The aim of the article is to investigate how experiences of crisis such as accidents, illnesses, violence and natural catastrophes influence perceptions of risk in general. The questions this article poses are whet...
Survey of Laboratory Activities in Senior Secondary School Physics in Nigeria
The importance of laboratory activities in the teaching and learning of physics in secondary schools cannot be overemphasized. It is on the basis of this that the author surveyed the level of laboratory activities in Phy...
Moroccan Science Student’s Understanding of Meiosis and Its Relation to Gene Transmission- A Cross Sectional Study
Aims: This research aims to characterize the learning difficulties of students in genetics and to identify their misconceptions related to numerous concepts of genetics. It explores how students conceive meiosis and its...
Establishing Teachers Views about the Prevalence of Adolescent Health Risk Behaviors in Secondary Schools in Nairobi County, Kenya
Aim: In recent times, researchers in the field of education have shown keen interest in the area of adolescent problem behavior. There is need to recognize the teacher’s role in handling these behaviors. This study was a...