The Extent to which Teachers Use Heuristic Problem Solving Approach in Teaching Grade Seven Mathematics
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Date
1999-06
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Addis Ababa University
Abstract
The purpose of the study was to investigate the extent to which problem
solving is taught in grade seven mathematics classes using heuristic problem
solving approach in Addis Ababa City Administrative Region. The sources of
data were grade seven mathematics textbook and sample grade seven
mathematics teachers. Three data collection instruments were used: content
analysis, observation, and questionnaire. Accordingly, the content of the
textbook was analyzed, samples of eleven teachers were observed, and 35
teachers (including the eleven teachers observed) were made to fi ll the
questionnaire.
The result of the study revealed that problem solving was found not
incorporated in most of the topics (contents) of the textbook. Heuristic problemsolving
approach is applied only 25%, which is very low. Because of th is the
textbook is said to be following the traditional approach. Regarding the teachers'
use of the heuristic approach while teaching problem solving to the students, two
results were obtained. The result of the data gathered through questionnaire
administration showed that the teachers applied 71.75% heuristic approach
whereas the data obtained through classroom observation showed the teachers
applied 34.5% heuristic approach. However, it was also found from both
instruments that the teachers gave more emphasis to teaching the computational
work or performing the mathematics needed than teaching the solution process.
This is also considered as the teachers used the traditional approach while
teaching problem solving. An investigation was also made regarding the
appropriate use of effective teaching strategies while teaching problem solving.
The use of thought-provoking questions was chosen for investigation from
among other effective teaching strategies. Accordingly, the data gathered
through classroom observation revealed that the teachers used less number of
thought - provoking questions (35.35%) than memory and factual questions. The
majority of these thought-provoking questions (51.32%) were asked for thepurpose of facilitating the computational skills of the students. The result of the
data obtained through questionnaire showed that the teachers ask thoughtful
questions (in line wi th the heuristic elements indicated) rated as "sometimes'"
Therefore, since the teachers were not found to use the thought questions
properly and in sufficient number for the purpose of teaching most of the solution
processes of a problem, it is said that the teachers did not use this teaching
strategy appropriately.
Thus, curriculum developers and other pertinent bodies should see to it
that the textbook be revised and incorporate non-routine and multi-step problems
that provide contexts for problem solving to occur in every content of the
textbook. Together with this, when problems that are presented for il lustrative
examples are solved, heuristic problem solving approach must be used regularly.
In addition, the teacher's guide should provide the solution of every problem that
is presented in the textbook by applying the heuristic approach. Teachers should
get the necessary knowledge and skills of using heuristic problem solving
approach with the appropriate teaching strategies This can be made possible
through a course in problem solving to be offered in either pre-service or inservice
training program
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Extent to Which Teachers