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
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- EP ID EP320348
- DOI 10.9734/BJESBS/2017/29414
- Views 119
- Downloads 0
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