Date of Award
11-27-2015
Degree Type
Dissertation
Degree Name
Master of Education (MEd)
First Advisor
Geoff Tennant
Department
Institute for Educational Development, East Africa
Abstract
Many researchers have argued for the importance of problem solving in teaching mathematics. Relevant studies have focused on the role of the teacher as instructor and the teaching practices used by teachers teaching through problem solving. Most of these are western. The aim of this research study was to understand the influence of using a problem-solving approach in developing learners’ conceptual understanding in a mathematics classroom in a Kenyan private primary school. An intervention research study was adopted in a qualitative design since the study sought to examine and understand in a natural setting the implication of problem solving and communication on pupils’ conceptual understanding. Through problem solving, students experienced the power and utility of mathematics. Alongside problem solving a number of contextual issues were considered, including: use of pupils’ prior knowledge of concepts, well set mathematics tasks that enhance a problem solving approach, the teachers’ role and pedagogical approach, pupils’ knowledge of reasons behind the learning of mathematics and addressing of pupils’ feelings. The main hindering factors as pupils attempted to adopt a problem solving approach included; the ‘right answers myth’, time available, and the use of unfamiliar language in communication. The discussion concludes that, whilst other intervention effects were important, problem solving was a major factor in the positive findings obtained. Additionally, the problem solving approach adopted created interest and enjoyment in the learning of mathematics, with pupils reporting that it enhanced their mathematical understanding as they took the initiative in putting their ideas into practice, and learning from both their successes and failures. Recommendations included that there is a need for Teacher Training Colleges to emphasize problem-solving approaches, and that the same research be carried out in a public primary school, since this was conducted in a private school with a class of twelve pupils only.
Recommended Citation
Kilonzo, J. K.
(2015). Learners’ perceptions of a problem-solving approach on their mathematical understanding in a primary mathematics classroom in a school in Kinango Sub-county, Kwale County, Kenya. An intervention study of primary school in Kenya. .
Available at:
https://ecommons.aku.edu/etd_tz_ied_m-ed/32