M.Ed. (Curriculum Studies) / Problem solving is potentially one of the most valuable skills that can be acquired in the primary school. In spite of it's value problem solving was not successful implemented in overseas countries. Schools in South-Africa have just started to implement problem solving techniques in the primary school. To ensure successful implementation of problem solving in South-Africa this study examines possible reasons for it's failure in the primary school. Success in Problem solving depends on the correct perspectives to problem solving and the feeling of success by the teachers and pupils. This implies that the teachers and pupils must see progress by using problem solving in the mathematics class. A new teaching model was designed to prevent or eliminate the failure of problem solving in the classroom. This model was developed from a problem solving perspective and can be described as a Social Constructivistic model. This model includes lesson structures, worksheets and a proposed teaching style. The.basis of the model is real world problems. It was found that after nine weeks of implementation the children were positive toward problem solving and mathematics. An empirical investigation showed that children. can become beter problemsolvers in a relative short time span. This study suggests a holistic approach to implementing problem solving in mathematics. This approach includes a change in the whole educational situation. The teacher needs maximum assistance through tutorial programs, worksheets and staff supervision.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:12300 |
| Date | 15 September 2014 |
| Creators | Jansen van Rensburg, Pieter Johannes |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
Page generated in 0.0024 seconds