Enhancing problem-solving skills in a Grade 10- mathematics classroom by using indigenous games
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Date
2014-06
Authors
Moloi, Tshele John
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
The study aims at designing a framework for using indigenous games to teach problem-solving. In formulating the framework, one school was identified in the Thabo Mofutsanyana Education District. In pursuance of the aim of this study, the following objectives were identified as key: •To demonstrate a need for a framework for the teaching of problem-solving at grade 10 using indigenous games •To identify components of problem-solving for use of indigenous games in grade 10 mathematics classrooms to enhance learner performance; •To indicate the conditions under which teaching problem-solving using indigenous games can be successfully implemented; •To identify possible threats that may adversely disturb the teaching of problem-solving using indigenous games in grade 10 mathematics classrooms, so as to build the mechanisms that will resolve the anticipated threats; •To trial and test the teaching of problem-solving using indigenous games so as to produce evidence of its effectiveness.The study is conducted within community cultural wealth as a theoretical framework, which acknowledges that there is no deficiency in the marginalised knowledges of the excluded people. The theoretical framework validates and acknowledges the knowledge that the marginalised possess, as very rich in the teaching and learning of problem-solving. Thus, the study tapped into the marginalised knowledge to teach problem-solving, using the participatory action research (PAR) method in generating data. PAR is compatible to the principles of community cultural wealth, recognising community members as experts and empowering communities to find their own solutions to local issues (Moana, 2010:1). Hence, the involvement of participants such as community members (parents, traditional leaders), education experts (teachers, mathematics subject advisors, lecturing staff from institution of higher learning) and learners themselves were very important in the designing of the framework of teaching problem solving. The research coordinator reviewed the literature from the local context (within South Africa), neighbouring states, SADC (Southern African Development Community), the continent and internationally. This helped achieve a sense of good practices in the teaching of problem-solving around the world. The reviewed literature was compared and juxtaposed to empirical data, with the common issues and disagreements that transpired discussed. Recommendations were made for the framework. Among the challenges identified were: mathematical content is very abstract for learners to comprehend. This is exacerbated by the method used for teaching problem-solving. The major part of the teaching of problem-solving is controlled by the teacher. This approach to teaching is influenced by the assumptions that learners are empty vessels, which must be fed with knowledge into their minds. Also, there is a lack of engagement of parents in the teaching of problem-solving, with the teaching of it divorced from home environment and learners‟ background, which was very rich in mathematical content. This agrees with Pramling-Samuelsson‟s (2008:630) argument that, when playing, children learn mathematical concepts easily. Thus, the study used indigenous games to teach mathematical concepts to learners. In addition, the study also looked into possible solutions to the identified challenges. That is, all the activities in the teaching of problem-solving were learner-based, and teachers, parents and subject experts scaffolded the processes of learning problem-solving. Conducive conditions include teachers not having to dictate to learners how to learn problem-solving, rather to allow them to explore and discover various mathematical concepts on their own through playing the indigenous games or visualising these mathematical concepts by observing others playing. The primary data was generated by using tape-recorder and video camera, analysed using Van Dijk‟s critical discourse analysis (CDA) to identify instances of „discursive injustices‟ in text and talk, and signifies a form of resistance to unethical and unjust social power relations (Hakimeh Saghaye-Biria, 2012:509; Van Dijk, 2009:63; Dijk, 2003:352). CDA enabled the study to acquire deeper meanings of the text. Based on the above, through the study it was found that the framework for using indigenous games helped learners to be creative in approaching problem solving. It also, assisted them to discover mathematical concepts, definitions, and mathematical content which are embedded with the indigenous games.
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Keywords
Thesis (Ph.D. (Education Studies))--University of the Free State, 2014, Problem solving -- Mathematics, Problem solving -- Indigenous games, Indigenous games