The textbook approach vs. the thematic approach to teaching mathematics problem-solving
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Authors
Whitham, Christine
Issue Date
2003
Type
Thesis
Language
en
Keywords
Teaching
Alternative Title
Abstract
My concern over students not performing well in the area of mathematics problem solving drove this study. A review of the literature shows alarming statistics that as students progress from one grade level to the next, their math skills decline. Many authors have addressed the reasons for this gap in achievement and others have offered possible solutions. The focus of my study is two-fold: 1) to look at how a thematic, unit-based approach to teaching problem solving can improve students' mathematic skills; and 2) to try to understand how I changed as a teacher during this instructional process.
In this study, I developed a thematic unit-based approach in teaching problem solving to my fourth grade students. In this approach, I combined like concepts that logically needed to be taught together. For example, instead of following the textbook presentation of one lesson of problem solving (that is, word problems), in the middle of each chapter, the theme-based approach treated problem solving as a separate and complete unit. In this way, I was able to develop sequential skills that scaffolded learning.
Additionally, I took a look at my own practices as a teacher. I found that my role changed from one of a deliverer of instruction to that of a facilitator of learning. Changing from an emphasis on the product of instruction (that is, student achievement) to an emphasis on the process of instruction (that is, how students best learn) had remarkable results. Students became a community of learners, which fostered students to make meaning of content.