Date of Award
Winter 11-27-2015
Document Type
Dissertation
Degree Name
Master of Education (MEd)
First Supervisor/Advisor
Geoff Tennant
Department
Institute for Educational Development, East Africa
Recommended Citation
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.
