Process Approach to Learning and Teaching Mathematics

• Authors: Amalija Žakelj

Abstracts

EN

In the research, a quasi-experimental model was applied and the experimental group received the process approach to learning and teaching mathematics, which builds on the cognitive-constructivist findings of educational profession about learning and teaching mathematics. In the control group, the transmission approach prevailed. In the research, the question was answered of what impact the implementation of the process approach to learning and teaching mathematics has on the learner’s knowledge, which can be tested and assessed. Students in the experimental group (EG) performed significantly better in basic and conceptual knowledge, in solving simple mathematical problems, and in complex knowledge than those in the control group. Results of the research have also shown that there are statistically significant correlations between individual areas of mathematical knowledge. The correlations between the areas of knowledge are from medium high to high, indicating that conceptual knowledge correlates significantly with solving simple mathematical problems and with complex knowledge.

Keywords

EN

process approach to learning and teaching; mathematics; basic and conceptual knowledge; solving simple mathematical problems; complex knowledge

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2018
• Volume: 54
• Pages: 206-215

Dates

published

2018

Contributors

author

Amalija Žakelj

• Uiversity of Primorska

References

• Anderson, Ј. (2009). Mathematics Curriculum Development and the Role of Problem Solving.
• ACSA Conference http://www.acsa.edu.au/pages/images/Judy
• Břehovský, J., Eisenmann, P., Novotná, J., & Přibyl, J. (2015). Solving problems usingexperimental strategies. In J. Novotna, H. Moraova (eds.). Developing mathematical language and reasoning (Proceeding of International symposium Elementary Math Teaching) (72 – 81) Prague, the Czech Republic: Charles University, Faculty of Education.
• De Jong, T., Ainsworth, S., Dobson, M., Van der Hulst, A., Levonen, J., & Reinmann, P. (1998). Acquiring Knowledge in Science and Math: The Use of Multiple Representations in Technoogy Based Learning Environments. In van Someren, M.W., Reimann, P., Boshuizen H.P.A., de Jong, T. (ed.), Learning with Multiple Representations 9 – 40. Amsterdam: Pergamon.
• Demetriou, A., Platsidou, M., Efklides, A., Metallisou, Y., & Shayer, M. (1991). The Development of Quantitative-relational Abilities From Childhood to Adolescence: Structure, Scaling and Individual Diffence. Learning and Instruction, Vol. 1., 19 – 43. Great Britain: King’s College, London University.
• Dindyal, J., Eng Guan, T., Tin Lam, T., Yew Hoong, L., & Khiok Seng, Q. (2012). Mathematical Problem Solving for Everyone: A New Beginning, The Mathematics Educator, 13, No. 2, 1 – 20.
• Duval, R. (2002). The Cognitive Analysis of Problems of Comprehension in the Learning of Mathematics. Mediterranean Journal for research in Mathematics Education, 1(2), 1 – 16.
• Gilly, M., Blaye, A., & Roux, J.P. (1988). Elaboration de constructions cognitives individualles en situations socio-cognitives de resolutions de problemes [Elaboration of individual cognitive constructs in the socio-cognitive situations of problem solving]. In: Mugn, G., Perrez, J.A.( eds.): Psicologia social del desarollo cognitivo. Barcelona: Anthjropos.
• Griffin, S. in Case, R. (1997). Re-thinking the Primary School Math Curriculum: An Approach Based on Cognitive Science. Issues in Education, 3(1), 1 – 49.
• Labinowicz, E. (1989). Izvirni Piaget [The Original Piaget]. Ljubljana: DZS.
• Novak, J.D. & Musonda, D. (1991). A twelve-year longitudinal study of science cocept learning. American Educational Research Journal.
• Mallet, D.G. (2007). Multiple representations for system of linear equations via the computer algebra system Maple. International Electronic Journal of Mathematics Education 2(1), 16 – 32
• Maričić, S., Špijunović, K., & Malinović Jovanović, N. (2013). The Role of Tasks in the Development of Students’ Critical Thinking in Initial Teaching of Mathematics. In: Novotna, J. & Moraova, H. (eds.). Task and tools in elementary mathematics (Proceedings of International Symposium Elementary Math Teaching). Prague, the Czech Republic: Charles University, Faculty of Education. 204 – 212.
• Shulman, L. (1987). Knowledge and Teaching: Foundations of a New Reform.
• Stacey, K. (2005). The place of problem solving in contemporary mathematics curriculum documents. Journal of Mathematical Behavior, 24, 341 – 350.
• UNESCO (2012). Challenges in basic mathematics education. United Nations Educational, Scientific and Cultural Organization, Paris.
• Van de Walle, J.A., Karp, K.S., & Bay-Williams J.M. (2013). Elementary and middle school mathematics: teaching developmentally. Boston [etc.]: Pearson.
• Vygotsky, L. (1978). Mind in society: The develepment of higher psychological processes. Cambridge. MA: Harward University press.

Identifiers

DOI

10.15804/tner.2018.54.4.17

Biblioteka Nauki

1969036