Exploring problem-solving through the intervention of technology and Realistic Mathematics Education in the Calculus content course

Abstract

In Thai mathematics classrooms, there is a lack of attention to support students’ mathematical problem-solving skills by working from real-world contexts that make sense to students. This study aimed to investigate how pre-service mathematics teachers’ problem solving can be explored in their content course, intervening with technology and Realistic Mathematics Education (RME) through the Mean Value Theorem (MVT) lesson. The study included nine pre-service mathematics teachers purposively selected from a public university in Thailand who attended a Calculus course. Data was collected from classroom artifacts, observation notes, and interviews. It was found in this study that the intervention of technology and RME in pre-service mathematics teachers’ content courses has the potential to build pre-service mathematics teachers’ problem-solving abilities. It was also discussed that the intervention could use RME to conceptualize mathematics theorem and cultivate Polya’s problem-solving steps. The findings provide light on the efficacy of using technology and RME in enhancing problem-solving skills among other content courses and could be used to inform the creation of mathematics curricula and instructional strategies in undergraduate content courses for mathematics education programs.

The Effectiveness of Realistic Mathematics Approach Application to Improve Students' Mathematical Literacy

“…The realistic mathematical approach emphasizes the development of students' ability to handle mathematical problems. This approach emphasizes the importance of relating mathematical concepts to real-world situations, encourages direct involvement in the problem-solving process, as well as stimulating the development of critical thinking (Suparatulatorn et al, 2023). Its function is to improve students' critical and creative thinking skills, as well as a means to strengthen communication and reasoning skills through the preparation of learning materials compiled in a structured manner by educators (Palinussa et al, 2021).…”