Problem Solving Skills through Mathematical Vocabulary and Formative Feedback: Evidence from Grade VII Private Schools

Clicks: 7
ID: 334817
2024
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #817 of 1,064 articles by views in Annals of Human and Social Sciences

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 1,064 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
The objective is to understand what teachers should be acquainted with to facilitate the development of problem-solving proficiency in their students. Another objective is to inquire how a teacher is informed by a comprehensive review of the research literature in mathematics education. There has been a significant focus on effective mathematics instruction.This article employs a category-based approach to examine the types of knowledge deemed essential for effective mathematical problem-solving instruction. This paper presents the findings of an action research study conducted by a teacher educator and researcher. This study sought to uncover the intentions of Grade VII school teachers.The research utilized various data sources, including reflective journals, semi-structured interviews, field notes, lesson observations, and reports. A two-stage model was proposed to guide the planning and execution of action research projects in schools. The paper concludes that formative feedback is crucial for the learning of challenging skills like problem-solving in Mathematics. It then observed their actions concerning formative feedback on midterm exams in courses that claim to teach problem-solving. The study found that action research is a highly effective approach for enhancing professional development; however, it also highlighted the challenges associated with implementing this methodology in real-world educational settings. It is essential for teachers to have a deep understanding of mathematical problem-solving, not only for their own proficiency as problem solvers, but also to guide students in developing their problem-solving skills.The study recommends that a mathematics teacher's expertise in teaching problem-solving must extend beyond their general ability to solve problems.
Reference Key
imported_1793228239_6ae27dcfc57ae Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Laiqa Maqsood, Noor e Sahar, Muhammad Yousuf Sharjeel
Are you one of these authors? Claim your profile
Journal Annals of Human and Social Sciences
Year 2024
DOI
10.35484/ahss.2024(5-I)50
URL
https://ojs.ahss.org.pk/journal/article/view/514
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.