The effects of a multiple solution method in mathematics learning for secondary schools

Abstract

Solving problems in mathematics does not involve a single method only. Using a multiple solution method can also assist students in seeking a solution. A multiple solution method is a method that can be applied in the process of teaching and learning in which students will learn a variety of methods to be applied in finding solutions for a single question. This paper reports a study conducted to review students’ views of the effects of the use of a multiple solution method in learning mathematics. The study used two approaches: the quantitative approach (Section A, B and C) and qualitative approach (Section D), in a questionnaire for collecting data. 100 students from a secondary school located in Klang, Selangor were selected as respondents in this study. The questionnaire focused on the perceptions of students in using a multiple solution method and consequently the effect towards students’ level of self-regulation. The Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree) was used. All respondents were also instructed to indicate the challenges faced in the use of a multiple solution method in the open-ended questions. The results showed that students have a good perception on the use of a multiple solution method in mathematics learning. A multiple solution method can also affect students’ self-regulation. The findings of the open-ended questions show that which are the challenges faced by students when use multiple solution method are get confused because it has many methods, it is hard because students lack mathematics skill, and also involve time constraints because they need to memorize many methods.

Secondary school mathematics teaching evaluations by students: A report card for the mathematics teacher

“…Students get the wrong impression about mathematics and problem solving when they are forced to apply a specific solution method. The adoption of multiple solution techniques is alternatively advised since it improves students' self-regulation (Yusof et al, 2021). Mathematics teachers that limit their students to adopting a single solution approach often have weak content knowledge, which is also an aspect of MKT (Ball et al, 2008).…”