Multiple Solutions to Problems in Mathematics Teaching: Do Teachers Really Value Them?

Bingölbali, Erhan

doi:10.14221/ajte.2011v36n1.2

Cited by 37 publications

(30 citation statements)

References 59 publications

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“…Researchers and professionals who believe in multiple perspectives in learning (Bingolbali, 2011;Leikin, Levav-Waynberg, Gurevich&Mednikov2006;Özgün-Koca, 2008) advocate MSA as an option to developing mathematical understanding. Solving mathematical problems in multiple ways develops students' creativity, critical thinking skills, interest, and ability to search for alternatives (Bingolbali, 2011;Leikin, 2007;LevavWaynberg & Leikin, 2010).…”

Section: Research On Multiple Solutions Approach (Msa)mentioning

confidence: 99%

“…Solving mathematical problems in multiple ways develops students' creativity, critical thinking skills, interest, and ability to search for alternatives (Bingolbali, 2011;Leikin, 2007;LevavWaynberg & Leikin, 2010). Multiple solutions approach enables pupils to develop better understanding of the basic mathematical ideas required for higher mathematics.…”

Section: Research On Multiple Solutions Approach (Msa)mentioning

confidence: 99%

“…Extensive literature (Bingolbali, 2011;Cai & Lester, 2005;Mewborn, 2003) suggest that what the student learns in the classroom is influenced by what teachers do. It is the teacher who probes, chooses and uses the approaches to a mathematical problem (Bingolbali, 2011).…”

Section: Research On Multiple Solutions Approach (Msa)mentioning

confidence: 99%

“…MSTs explicitly provide for solving problems in multiple ways (Levav-Waynberg & Leikin, 2010) and the process of guiding learners to solve mathematical problems in different ways to arrive at the same solution is described by Bingolbali (2011) as Multiple Solutions Approach (MSA). Ghana's mathematics curriculum encourages multiple solutions to mathematical problems through the use of open-ended tasks, projects, investigations and problem solving.…”

Section: Introductionmentioning

confidence: 99%

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Multiple Solutions Approach (MSA): Conceptions and Practices of Primary School Teachers in Ghana

Nabie

Raheem²,

Agbemaka³

et al. 2016

IJRES

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The study explored the curriculum guidelines and primary school teachers' conceptions and practices of the Multiple Solutions Approach (MSA) in teaching mathematics using basic qualitative research design. Informal conversation interviews (ICIs), observations, video and document analyses were used to collect data. Participants included a purposive sample of five practicing teachers from three districts of the Central Region of Ghana. Descriptive analytical procedures were applied to the quantitative data while the qualitative data were analyzed thematically. Findings indicated that the curriculum materials lacked concrete direction for MSA and less than 22% of sub-topics were presented in different ways: a provision that is insufficient to guide and stimulate teachers to teach in multiple ways. Teachers also lacked a clear understanding of the MSA. Although the curriculum policy encouraged MSA, teachers' practices were inconsistent with the curriculum guidelines. The implementation of MSA was limited by inadequate curriculum provisions and teacher knowledge.

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Section: Research On Multiple Solutions Approach (Msa)mentioning

confidence: 99%

Section: Research On Multiple Solutions Approach (Msa)mentioning

confidence: 99%

Section: Research On Multiple Solutions Approach (Msa)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Multiple Solutions Approach (MSA): Conceptions and Practices of Primary School Teachers in Ghana

Nabie

Raheem²,

Agbemaka³

et al. 2016

IJRES

View full text Add to dashboard Cite

show abstract

“…Se ha obtenido evidencia de que los profesores no valoran el encontrar diferentes soluciones a un problema y tienen dificultades para evaluar la validez de aquellas propuestas por los estudiantes (Bingolbali, 2011), por lo que, generalmente, son reacios a resolver problemas por diferentes rutas en el salón de clases (Leikin y LevavWaynberg, 2007).…”

Section: Introductionunclassified

Tareas con diversas soluciones: estructura conceptual en profesores de matemáticas

Mora

Reyes-Rodriguez

2017

REDIE

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ResumenEn el artículo se analizan las diferentes soluciones que un grupo de 15 profesores de matemáticas propuso para resolver un problema rutinario de aritmética, con el objetivo de identificar qué elementos específicos puede aportar el uso de tareas con múltiples soluciones para la formación y actualización docente. La posición teórica que sustenta este trabajo tiene como elemento fundamental la identificación y discusión de rutas de solución para fortalecer el conocimiento matemático y didáctico de los profesores, y favorecer el desarrollo de una postura crítica respecto a su práctica profesional.Palabras clave: Procesos de aprendizaje, resolución de problemas, formación de profesores. AbstractThis paper analyzes the different solutions proposed by a group of 15 mathematics teachers to a routine arithmetic problem, with the aim of identifying the contribution provided by multiplesolution tasks in the training and continuing education of teachers. The theoretical background of this work is based on the identification and discussion of solution routes to strengthen teachers' knowledge of mathematics and didactics, in addition to promoting a critical approach to their professional practice.

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Exploring the Challenges of Teaching Mathematics During the Fourth Industrial Revolution in Selected Rwandan Secondary Schools

Iyamuremye

Nsabayezu

Kwitonda

et al. 2022

Mathematics Education in Africa

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Multiple Solutions to Problems in Mathematics Teaching: Do Teachers Really Value Them?

Cited by 37 publications

References 59 publications

Multiple Solutions Approach (MSA): Conceptions and Practices of Primary School Teachers in Ghana

Multiple Solutions Approach (MSA): Conceptions and Practices of Primary School Teachers in Ghana

Tareas con diversas soluciones: estructura conceptual en profesores de matemáticas

Exploring the Challenges of Teaching Mathematics During the Fourth Industrial Revolution in Selected Rwandan Secondary Schools

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