The Effects of Teaching Mathematics through Problem -Solving Context on Elementary Pupils of Public Schools in Balete District

Abstract

INTRODUCTION

Students need frequent opportunities to engage in problem solving so that they can become mathematically proficient. The researcher believes that this study would benefit the educators and administrators in elementary mathematics instruction through an action plan on helping learners with difficulties in problem solving.

METHODS

The researcher used descriptive method to gather facts about the current situation. A questionnaire was used to collect perceptions from the respondents regarding the strategies of teaching problem solving in Mathematics.

RESULTS

The study revealed the level of effectiveness of teachers in teaching mathematics, as perceived by the school heads and teachers themselves, to be very effective in terms of lesson design and implementation, conceptual knowledge, procedural knowledge, communicative interactions and pupil/teacher relationship. The findings revealed that any of the following methods have great impact in the learning of the students in mathematics. There is no significant relationship between the profile of the respondents and their level of effectiveness in teaching mathematics.

DISCUSSIONS

The results demonstrate the teachers’ need to possess a great deal of knowledge and skills with regard to both teaching and assessment practices in order to meet the demands and standards of quality education. The school heads may enhance the potentials of the elementary teachers on facilitating learning particularly in problem solving through different methods and strategies to improve students' problem solving ability like game-based learning activities and the like. Teachers and school heads are encouraged to develop high positive attitudes towards solving problem solving to pupils for the successful outcomes of all educational activities especially in Mathematics.