- Title
- Exploring learners' mathematical understanding through an analysis of their solution strategies
- Creator
- Penlington, Thomas Helm
- ThesisAdvisor
- Schafer, Marc
- Subject
- Mathematics -- Study and teaching (Elementary) Mathematics -- Problems, exercises, etc. Problem solving -- Study and teaching Reasoning Mathematical ability
- Date
- 2005
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:1934
- Identifier
- http://hdl.handle.net/10962/d1007642
- Description
- The purpose of this study is to investigate various solution strategies employed by Grade 7 learners and their teachers when solving a given set of mathematical tasks. This study is oriented in an interpretive paradigm and is characterised by qualitative methods. The research, set in nine schools in the Eastern Cape, was carried out with nine learners and their mathematics teachers and was designed around two phases. The research tools consisted of a set of 12 tasks that were modelled after the Third International Mathematics and Science Study (TIMSS), and a process of clinical interviews that interrogated the solution strategies that were used in solving the 12 tasks. Aspects of grounded theory were used in the analysis of the data. The study reveals that in most tasks, learners relied heavily on procedural understanding at the expense of conceptual understanding. It also emphasises that the solution strategies adopted by learners, particularly whole number operations, were consistent with those strategies used by their teachers. Both learners and teachers favoured using the traditional, standard algorithm strategies and appeared to have learned these algorithms in isolation from concepts, failing to relate them to understanding. Another important finding was that there was evidence to suggest that some learners and teachers did employ their own constructed solution strategies. They were able to make sense of the problems and to 'mathematize' effectively and reason mathematically. An interesting outcome of the study shows that participants were more proficient in solving word problems than mathematical computations. This is in contrast to existing research on word problems, where it is shown that teachers find them difficult to teach and learners find them difficult to understand. The findings of this study also highlight issues for mathematics teachers to consider when dealing with computations and word problems involving number sense and other problem solving type problems.
- Format
- 214 leaves, pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Penlington, Thomas Helm
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Collections
RU Department of Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCEPDF | 21 MB | Adobe Acrobat PDF | View Details |