Are traditional teaching methods failing our students in the crucial field of mathematics? This compelling study delves into the heart of mathematics education in Ghana, challenging the status quo of conventional teaching methods and advocating for a transformative shift towards problem-solving strategies. It meticulously examines the impact of a problem-solving approach on the mathematics achievement of senior high school students, offering a robust comparison against traditional methods to ascertain its effectiveness in boosting performance. Going beyond mere pedagogical techniques, the research explores the theoretical foundations of constructivism, unraveling how students actively construct knowledge through experience and social interaction, drawing upon the influential works of Piaget, Dewey, and Vygotsky. Through a comprehensive review of related literature, the study synthesizes existing research on problem-solving methodologies, highlighting their potential to empower students to develop their own strategies, enhance mathematical understanding, and elevate overall performance. Focusing specifically on senior high school students in Ghana's Northern Region, this research provides invaluable insights into the practical application of problem-solving techniques, offering critical implications for teacher training and professional development in mathematics education. Discover how this innovative approach not only improves mathematics achievement but also cultivates critical thinking skills essential for success in an increasingly complex world. This vital resource is a must-read for educators, policymakers, and anyone passionate about revolutionizing mathematics education and fostering a generation of confident, capable problem-solvers. Uncover the secrets to unlocking students' mathematical potential and transforming classrooms into dynamic learning environments where students thrive on challenges and excel in mathematics. Explore the power of constructivism and its role in shaping effective problem-solving strategies, paving the way for enhanced mathematical thinking and improved performance.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Justification for Adopting a Problem-Solving Strategy
- Constructivism as a Theoretical Framework
- Review of Related Literature
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aimed to assess the impact of a problem-solving approach on the mathematics achievement of senior high school students. It investigated whether a problem-solving methodology leads to improved performance compared to conventional teaching methods.
- Impact of problem-solving approach on mathematics achievement.
- Comparison of problem-solving and conventional teaching methods in mathematics.
- The role of constructivism in mathematics education.
- Application of problem-solving techniques to enhance mathematical thinking.
- Implications for teacher training and professional development in mathematics education.
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This chapter establishes the importance of mathematics education, highlighting the low interest among Ghanaian students and the need to improve teaching standards to enhance achievement. It emphasizes the importance of moving beyond rote memorization to develop problem-solving skills crucial for scientific and technological advancement. The chapter introduces the study's focus on examining the effectiveness of a problem-solving approach in senior high school mathematics.
Justification for Adopting a Problem-Solving Strategy: This section argues for shifting away from passive learning in mathematics towards an active approach where students explore, discover, and create links between concepts. It contrasts the conventional teaching method with a problem-solving approach, emphasizing the latter's ability to instill confidence and improve mathematical abilities. The chapter lays the groundwork for the study's methodology by introducing the constructivist philosophy underpinning the research.
Constructivism as a Theoretical Framework: This chapter delves into the theoretical underpinnings of the study, focusing on constructivism. It distinguishes between radical and social constructivism, explaining how learners actively construct knowledge based on prior experiences and social interactions. The chapter highlights relevant psychological contributions of Piaget, Dewey, and Vygotsky, demonstrating how a learner actively creates knowledge rather than passively receiving it.
Review of Related Literature: This chapter presents a review of existing research on problem-solving approaches in mathematics education. It examines studies showing the ability of students to develop their own problem-solving strategies and improve their mathematical understanding and performance. The chapter analyzes studies focusing on adult and adolescent learners, comparing findings and highlighting the implications for the current study, which focuses on senior high school students in Ghana's Northern Region.
Schlüsselwörter (Keywords)
Conventional teaching method, problem-solving method, mathematics achievement, performance, senior high school students, constructivism, Ghana.
Häufig gestellte Fragen
What is the purpose of this document?
This document is a comprehensive language preview for an academic text. It provides an overview, including the title, table of contents, objectives and key themes, chapter summaries, and keywords. The text's OCR data is intended solely for academic use, analyzing themes in a structured and professional manner.
What topics are covered in the table of contents?
The table of contents includes the following topics: Introduction, Justification for Adopting a Problem-Solving Strategy, Constructivism as a Theoretical Framework, and Review of Related Literature.
What are the objectives and key themes of the study?
The study aims to assess the impact of a problem-solving approach on the mathematics achievement of senior high school students. It investigates whether a problem-solving methodology leads to improved performance compared to conventional teaching methods. Key themes include: Impact of problem-solving approach on mathematics achievement, Comparison of problem-solving and conventional teaching methods in mathematics, The role of constructivism in mathematics education, Application of problem-solving techniques to enhance mathematical thinking, and Implications for teacher training and professional development in mathematics education.
What is the main focus of the "Introduction" chapter?
The "Introduction" chapter establishes the importance of mathematics education, highlighting the low interest among Ghanaian students and the need to improve teaching standards to enhance achievement. It emphasizes the importance of moving beyond rote memorization to develop problem-solving skills crucial for scientific and technological advancement. The chapter introduces the study's focus on examining the effectiveness of a problem-solving approach in senior high school mathematics.
What does the chapter "Justification for Adopting a Problem-Solving Strategy" argue?
This chapter argues for shifting away from passive learning in mathematics towards an active approach where students explore, discover, and create links between concepts. It contrasts the conventional teaching method with a problem-solving approach, emphasizing the latter's ability to instill confidence and improve mathematical abilities. The chapter lays the groundwork for the study's methodology by introducing the constructivist philosophy underpinning the research.
What is discussed in the chapter "Constructivism as a Theoretical Framework"?
This chapter delves into the theoretical underpinnings of the study, focusing on constructivism. It distinguishes between radical and social constructivism, explaining how learners actively construct knowledge based on prior experiences and social interactions. The chapter highlights relevant psychological contributions of Piaget, Dewey, and Vygotsky, demonstrating how a learner actively creates knowledge rather than passively receiving it.
What is covered in the "Review of Related Literature" chapter?
This chapter presents a review of existing research on problem-solving approaches in mathematics education. It examines studies showing the ability of students to develop their own problem-solving strategies and improve their mathematical understanding and performance. The chapter analyzes studies focusing on adult and adolescent learners, comparing findings and highlighting the implications for the current study, which focuses on senior high school students in Ghana's Northern Region.
What are the keywords associated with this study?
The keywords are: Conventional teaching method, problem-solving method, mathematics achievement, performance, senior high school students, constructivism, Ghana.
- Quote paper
- Abdul-Razak Iddrisu (Author), 2023, Problem-Solving Method and Students’ Academic Performance in Mathematics in Senior High Schools in the Northern Region, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1414611
