Mathematical Problem-Solving Strategy on Developing - Essay Example

MSc) MASTER SCIENCE IN MATHEMATICS Provisional of dissertation: MATHEMATICAL PROBLEM-SOLVING STRATEGY ON DEVELOPING MIXED-ABILITY INTEREST IN LEARNING MATHEMATICS AREA OF INTEREST My area of interest is developing mixed-ability students’ interest in learning mathematics especially, the topic statistics for Upper Secondary Level. I am interested to find out the details of such programmes in high schools in the United Kingdom and explore the possibilities of integrating these programmes into Brunei school curriculum. I would like to gain some insights into: Diagnostic testing for identifying mixed-ability students Curriculum and materials including resources for topic on statistics Classroom interaction and dynamics of a mixed-ability class Teacher training and preparation I intend to carry out an in-depth study on the strategies to develop students’ interest by studying the curriculum, materials including resources used for topic on statistics under the provisional title, ‘Mathematical problem solving strategy on developing mixed-ability students’ interest in learning mathematics’. My study will be carried out using classroom observation techniques, interviews with teachers and mixed-ability students and questionnaires to both students and teachers, to gather data on learning outcomes in actual/real Maths classrooms in the United Kingdom. INTRODUCTION Mixed-ability students can be divided into three categories: (i) students with low performance in maths (ii) students who can perform well in maths and (iii) mathematically promising students. The phrase, ‘promising students’ here means ‘gifted or talented students’ who, by virtue of their outstanding abilities, are capable of high performance. These are students who require differentiated educational programs and services beyond those normally provided by the regular school program in order to realize their contribution to self and society.1 According to some researchers, these students will have the potential to become the leaders and problem-solvers of the future. Mathematically promising students have needs that differ in nature from those of other students. According to Tomlinson (1995), these students require some differentiated instruction by consistently using a variety of instructional approaches to modify content, process, and /or products in response to learning readiness and interest of academically diverse students. No matter what categories they fall, loss of interest in learning Mathematic especially on certain topic can lead to poor exam result or performance. BACKGROUND TO THE STUDY During my eight years of teaching Mathematics at SOAS College and currently Sayyidina Hasan Secondary School, where I started teaching from lower secondary and currently upper secondary for almost 5 years, I have encountered different types of students. Their characters reflect their ability and performance in learning Mathematics. Some find mathematics education theoretical and not very realistic because they are not able to see the relevance of Mathematics in everyday life. But some students find it interesting and relevant to their daily life and they are also able to achieve good results in their exams. Based on my teaching experience in a mixed ability classroom, I have observed that 6 to 10 out of the students in a class can perform well in their exams. They also tend to finish their work faster than their peers and usually they don’t need special attention since it is easier for them to learn what they need to know. For example: on the topic Statistics, some students did not even know what the basic statistic concepts such as drawing pie-chart and reading data from it are. My experience with mixed classes has prompted me to change my teaching strategies in accordance with the ability of students. In mixed ability classes, some students are willing to work in groups and the progress of the lesson is more or less uniform. However, when they found the topic to be too difficult, they tend to lose their interest. For example: the topic Statistics always comes out in the GCE ‘O’ Level question and usually carries a lot of marks. This study aims to devise some strategies for solving the problem of students’ lack of interest in learning Mathematics especially the topic Statistics. According to Joan Garfield, one way to increase students’ interest in learning Mathematics is by using small-group cooperative learning. Shaughnessy (1977) found that the use of small groups appeared to help students overcome some misconceptions about probability and enhance students learning of statistics concepts. Jones (1991) introduced cooperative learning activities in several sections of a statistics course and observed dramatic increase in attendance, class participation and student attitudes. There is, hence, a need for research in Mathematical problem-solving strategy. I believe this study will tackle this issue and explore the strategies to develop students’ interest in learning of Maths especially for students who perform low, and develop my personal skills and knowledge in those areas. Hopefully I can join teaching at Pre-university level “Maktab Duli College in teaching Statistics” in the future. I believe it will contribute positively to the education system in Brunei, Darussalam. PURPOSE OF THE STUDY 1. To study the nature of learning or teaching Maths in different countries and culture. 2. To create guidelines for Maths teachers on available resources and support system for teaching Mathematics especially on the topic Statistics. 3. To help students to develop their interest in learning Mathematics. 4. To improve the general knowledge and skill of teachers. 5. To explore some possible changes to improve Brunei Darussalam’s Maths education. SIGNIFICANCE OF THE STUDY By carrying out this study, I will gain an insight into the different approaches in teaching mixed-ability students that are being implemented in different countries, especially the UK. It is hoped that we could apply or adopt the methods of teaching used by other nations and the specific techniques they employ for teaching mixed-ability students. Thus, some strategies could be devised, which would suit our schools and make Mathematics lesson more interesting to the students. This is especially significant due to the fact that Brunei is designating New Education Policy (SPN 21). Various resources/materials could be explored in Maths education to bring about some vital changes in curriculum development. This study will also seek provisions for creating and using materials to better harness these talents. PROPOSED METHODOLOGY This study will be conducted on: 1. Selection of Upper Secondary School in United Kingdom. 2. Questionnaires for Maths teachers and students from selected school in United Kingdom. The questionnaires will be designed after consultation and discussion with course tutor. 3. Classroom observation during Math lesson in classes. 4. Interviews with teachers and students involved. 5. Interpretation and presentation of data. This methods will be discussed with course tutor. 6. Writing up dissertation. Read More