Volume 18, Issue 3, November 2016, Pages 909–927
Raja Mohammad Latif1
1 Department of Mathematics and Natural Sciences, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Kingdom of Saudi Arabia
Original language: English
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Students’ performance in the area of mathematics is a topic of concern in the whole word, with several reports documenting the need of effective instruction to boost students’ achievement. However, what type of math instruction will most effectively raise students’ achievement remains a matter of debate. Problem-based learning is a promising methodology for engaging and motivating students’ learning while increasing their math concepts and skills. Problem solving is central to mathematics. Problem solving should be the site in which all of the strands of mathematics proficiency converge. It should provide opportunities for students to weave together the strands of proficiency and for teachers to assess students’ performance on all of the strands. Problem solving approach guides students through complex problems and it must remain part of day-to-day instruction because solving problems is central to doing and learning mathematics. We have provided and discussed effective teaching and learning methods from the literature as well as making suggestions and recommendations to use problem-solving methods during instruction in the classroom.
Author Keywords: Classroom, Critical, Instruction, Knowledge, Practice, Representation, Student, Teacher.
Raja Mohammad Latif1
1 Department of Mathematics and Natural Sciences, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Kingdom of Saudi Arabia
Original language: English
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Students’ performance in the area of mathematics is a topic of concern in the whole word, with several reports documenting the need of effective instruction to boost students’ achievement. However, what type of math instruction will most effectively raise students’ achievement remains a matter of debate. Problem-based learning is a promising methodology for engaging and motivating students’ learning while increasing their math concepts and skills. Problem solving is central to mathematics. Problem solving should be the site in which all of the strands of mathematics proficiency converge. It should provide opportunities for students to weave together the strands of proficiency and for teachers to assess students’ performance on all of the strands. Problem solving approach guides students through complex problems and it must remain part of day-to-day instruction because solving problems is central to doing and learning mathematics. We have provided and discussed effective teaching and learning methods from the literature as well as making suggestions and recommendations to use problem-solving methods during instruction in the classroom.
Author Keywords: Classroom, Critical, Instruction, Knowledge, Practice, Representation, Student, Teacher.
How to Cite this Article
Raja Mohammad Latif, “PROBLEM-SOLVING EFFECTS IN TEACHING AND LEARNING MATHEMATICS,” International Journal of Innovation and Applied Studies, vol. 18, no. 3, pp. 909–927, November 2016.
