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# Conceptual Gain and Successful Problem-solving in Primary School Mathematics - Case Study Example

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This study discusses the relationship between collaborative problem-solving in primary school mathematics and conceptual gain. The study analyses the relations between benefits derived from collaborative work and generation of good explanations during group work…
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## Extract of sample "Conceptual Gain and Successful Problem-solving in Primary School Mathematics"

Download file to see previous pages Seventy-seven Primary 6 pupils in two schools were sampled to form experimental and control groups. Existing classroom sizes and combinations in two Primary Schools in the same locality were adopted. One of the two parallel classes in the first Primary School (with 27 pupils) was together with another class in the second school (with 25 pupils) assigned as experiment groups. The second class in the first Primary School was used as the only control group.
Materials used for pre- and post-tests comprised contextualized single- and multiple answer problems on addition and subtraction. The problems in the materials contained different topics covered in the Primary 6 textbook and contained in the school curriculum. The groups of four were given the different number of problems to solve collaboratively and to enable them to execute another task of teaching their paired colleague, whose group did not solve the same problem. Instruction sheets containing problem-solving instructions were given to groups of four and pairs, and adults were assigned to each group to assist pupils in clarifying instructions. Pupils in the control group solved the same problems individually. All pupils in the study completed the pre-test. The pre-test was in two stages. First, the whole class attempted problem-solving and, secondly, each pupil was interviewed individually by the authors on the mathematical operations and strategies employed in problem-solving. The problem-solving intervention was administered on the experiment classes in group and pair cycles stretching for a period of three weeks. Two days a week were devoted to group work and another two for pairs. Pupils in the control group attempted the same problem-solving exercise at the same time. Upon completion of the intervention phase, all pupils completed a post-test using the same procedure as the pre-test except the additional question on experiential learning asked when pupils in the experimental group were interviewed. ...Download file to see next pagesRead More
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