Comparison between Mathematical Problem-Solving Approach Under Iranian and Iraq Teachers' Views

Document Type : Research Paper

Author

Department of Mathematics Education, Farhangian University,Tehran,Iran

Abstract

Being mainly a process of knowledge transmission, mathematics education evolves during time in accordance with the strong assumptions and beliefs which are considered as parts of the mathematics teaching profession. This suggests that explaining the problem-solving process, transmitting the clear and flawless information, and showing the problem-solving procedures, were parts of the role the mathematics teachers have. The main purpose of this study was to compare the mathematical teaching experiences based on the problem-solving approach among the Iranian and Iraq mathematics educators. Through survey method, views of secondary teachers of mathematics are studied. It is used of questionnaire that is proposed by Matlala's (2015). The validity and reliability has been proved by researcher using Cronbach's alpha method with a value more 0/89 This questionnaire was designed with the purpose of identifying challenges and opportunities that every individual encounter with in the way of using a problem-solving approach to facilitate mathematics learning. The statistical population of the study included all the secondary school math teachers in Iran and Iraq. Using the simple random sampling method, 16 secondary school math teachers from the Republic of Iraq (from its capital:Kurdistan) and 14 secondary school math teachers from the Islamic Republic of Iran (from its capital: Tehran) were selected. The use of an electronic questionnaire, was sent to in-service teachers during the school year 2018-2019. findings indicated that Iranian and Iraq teachers' view regard to the implementation of problem solving procedure were positive and they have applied problem solving procedure in their math classes.

Keywords

References

[1] N. M. Aljaberi, & E. Gheith, Pre-Service Class Teacher'Ability in Solving Mathematical Problems and Skills in Solving Daily Problems, Higher Education Studies, 6., 3. (2016),32-47.
[2] A. F. Artzt, E. Armour-Thomas, F. R. Curcio, & T. J. Gurl, Becoming a reflective mathematics teacher: A guide for observations and self-assessment. Routledge, (2015).
[3] M. Barber, & M. Mourshed, How the world's best-performing schools systems come out on top, McKinsey & Company, (2007).
[4] G. Guswinda, P. Yuanita, & N. M. Hutapea, Improvement of Mathematical Problem Solving and Disposition Ability of MTs Students through StrategiesThink Talk Write in Cooperative Learning in Kuantan Singingi Regency, Journal of Educational Sciences, 3., 3. (2019), 377-389.
[5] S. Heleni, & Z. Zulkarnain, The Influence of Mathematical Thinking Ability with Modied MOORE Method on Learning Outcomes of Basic Mathematic II Chemical Education Students, Journal of Educational Sciences, 2., 2. (2018), 33-41.
[6] H. C. Hill, B. Rowan, & D. L. Ball, E ects of teachers' mathematical knowledge for teaching on student achievement, American educational research journal, 42., 2. (2005),371-406.
[7] H. C. Hill, D. L. Ball, & S. G. Schilling, Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-speci c knowledge of students, Journal for research in mathematics education, 39., 4. (2008), 372-400.
[8] J. Kilpatrick, J. Swa ord, & B. Findell, Adding it up: Helping children learn mathematics, Washington, DC: National Academy Press, (Eds.), (2001).
[9] B. Kaur, Mathematics education in Singapore-an insider's perspective, Journal on Mathematics Education, 5., 1. (2014), 1-16.
[10] L. C. Larson, Problem-solving through problems, Springer Science & Business Media, (2012).
[11] R. A. Lesh, & H. Doerr, MBeyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching, Routledge, (2003).
[12] D. Loewenberg Ball, M. H. Thames, & G. Phelps, Content knowledge for teaching: What makes it special?, Journal of teacher education, 59., 5. (2008), 389-407.
[13] S. J. Matlala, The experiences of secondary mathematics teachers teaching mathematics through problem solving (Doctoral dissertation, Stellenbosch: Stellenbosch University),(2015).
[14] H. Mo'meni Mahmouei, A. Zangoee, M. R. Dehghani, The e ect of Polya problem solving strategies on self-concept and mathematicas academic achievement of  fth graders,Research in curriculum, 11: (2015), 46- 57.
[15] I. V. Mullis, M. O. Martin, B. Fishbein, P. Foy, & S. Moncaleano, Findings from the TIMSS 2019 problem solving and inquiry tasks, (2021).
[16] B. Nolan, M. Dempsey, J. Lovatt, & A. O'Shea, Developing mathematical knowledge for teaching (MKT) for pre-service teachers: A study of students' developing thinking in relation to the teaching of mathematics, Proceedings of the British Society for Research into Learning Mathematics, 35., 1. (2015).
[17] A. Panaoura, Improving problem solving ability in mathematics by using a mathematical model: A computerized approach, Computers in Human Behavior, 28., 6. (2012), 2291-2297.
[18] H. P. Phan, B. H. Ngu, & A. S. Yeung, Achieving optimal best: Instructional eciency and the use of cognitive load theory in mathematical problem solving, Educational Psychology Review, 29., 4. (2017), 667-692.
[19] G. Polya, How to solve it: A new aspect of mathematical method (Vol. 85), Princeton university press, (2004).
[20] V. A. Reston, NCTM: National Council of Teachers of Mathematics, Principles and Standards for School Mathematics. Reston, VA: NCTM, (2000).
[21] A. H. Schoenfeld, Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics (Reprint), Journal of education, 196., 2. (2016), 1-38.
[22] A. H. Schoenfeld, Cognitive science and mathematics education, Routledge, (2013).
[23] M. A. Shouk, Mathematics Education in the Arab States, The Mathematics Teacher, 63., 4. (1970), 321-325.
[24] L. S. Shulman, Those who understand: Knowledge growth in teaching, Educational researcher, 15., 2. (1986) 4-14.
[25] L. Shulman, Knowledge and teaching: Foundations of the new reform, Harvard educational review, 57., 1. (1987), 1-23.
[26] K. Stacey, The place of problem solving in contemporary mathematics curriculum documents, The Journal of Mathematical Behavior, 24., (3-4). (2005), 341-350.
[27] Z. Veghar, A. Khaleghkhah, & A. Rezaee-Sharif, Study of eciency of Polya problem solving instruction on mathematics self-eciency of sixth garders in Ardebil, Third international conference of psychology, educational science and life style, (2017).
[28] C. Xenofontos, & P. Andrews, De ning mathematical problems and problem solving: Prospective primary teachers' beliefs in Cyprus and England, Mathematics Education Research Journal, 26., 2. (2014), 279-299.
Journal of Mahani Mathematical Research
Volume 12, Issue 1 - Serial Number 24
January 2023
Pages 213-234

Files

History

  • Receive Date: 26 January 2022
  • Revise Date: 30 June 2022
  • Accept Date: 13 July 2022

Share

How to cite

Statistics