Implementing Theoretical Intervention Principles in Teaching Mathematics to Struggling Students to Promote Problem-Solving Skills

Autor/in	Ovadiya, Tikva
Titel	Implementing Theoretical Intervention Principles in Teaching Mathematics to Struggling Students to Promote Problem-Solving Skills
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 1, S.4-28 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1944682
Schlagwörter	Curriculum Implementation; Intervention; Educational Theories; Mathematics Instruction; Problem Solving; High School Students; Learning Problems; Thinking Skills; Grade 11; Grade 12; Curriculum Development; Metacognition + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Mathematics lessons; Mathematikunterricht; Problemlösen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernproblem; Denkfähigkeit; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	A teacher-researcher searched for and defined theoretical principles in the literature that could be used as a basis for teaching high-school students who were struggling in mathematics (in a regular-level mathematics classroom) and could offer a framework to design tasks to encourage a problem-solving, thinking classroom. After identifying 13 principles, she refined them to a list of nine. Over the duration of the academic year, she designed lessons for two high-school classes (one Grade 11 and one Grade 12; 300 lessons in total) according to the principles to promote her class's group problem-solving skills, carefully documented them all, and then analysed her findings. The principles identified pertain mainly to awareness of how to promote active thinking and meta-cognition, explicit heuristic strategies for problem-solving, and using worked examples. All these to allow students (not only struggling) to build a general schema for approaching problem-solving with increasing efficiency. Two authentic class scenarios demonstrate how specific principles were applied and their effect on problem-solving efficiency in the classes. The findings suggest that introducing these principles into the class culture can offer a significant way to improve group problem-solving skills and, in particular, involve struggling students in the class discussions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01