Teachers’s practices in teaching and learning algebraic problem solving
DOI:
https://doi.org/10.37134/ejsmt.vol9.sp.1.2022Keywords:
Algebraic problem solving, problem posing strategyAbstract
Algebraic problem solving is one of the important areas in learning mathematics. However, the result shows that student’s performance in algebra mainly in solving problem is not satisfying. This study had two folds aim that are capturing teacher’s view on the teaching and learning algebraic problem solving and also to grasp the idea whether the teacher have implicitly implemented problem posing strategy in a classroom. Thus, the objectives of this study are 1) to gain teacher practices in teaching and learning algebraic problem solving, 2) to find out the difficulties faced by teachers while teaching Form Two students to solve algebraic problem solving, and 3) to find out whether the teachers have implicitly imposed problem posing strategy in a classroom. Participants in the study were 8 experienced teachers who were been teaching mathematics especially mathematics Form Two syllabus and have teaching experience for more than five years. Data were gathered through qualitative technique that is using semi structured interview. Results from the study showed that teachers are still using teachers’ centered approach in teaching and learning algebraic problem solving, the difficulty faced by the teachers in teaching algebraic problem solving is students lack of mathematics skills, and teachers rarely used problem posing strategy in a classroom. This study provides an overview that teacher should implement new strategy in teaching problem solving algebra in order to increase student’s performance. One of the promising strategies is known as problem posing strategy.
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