Abstract
This study aims at designing, developing and evaluating the effectiveness of a learning strategy known as linear algebra peer tutoring strategy (LAPTS) in a polytechnic classroom setting in order to develop students mathematical thinking processes (MTPs) based on Mason’s approach. Preliminary investigations were conducted on the conventional teaching and learning in order to identify students' problems in linear algebra (LA) and its outcomes were then analyze to fit the theoretical framework as well as meet the need for the design. LAPTS was designed using ADDIE (analysis, design, development, implementation, evaluation) model employing both quantitative and qualitative methods. During the formative evaluation, a pilot study was conducted to verify and validate the LAPTS through experts' content validity and interviews. Seventy-three students (36 students for experimental group and 37 students for control group) voluntarily participated in the study to ascertain the effectiveness of the LAPTS based on their MTPs. The findings show a significant difference between the mean scores of both experimental and control groups on posttest at α=0.05 (p=0.000) level of significant. In addition, the analysis of the students' MTPs showed a significant difference with respect to specializing, generalizing and conjecturing with a non-significant difference in convincing. Results from the study showed development of MTPs and learning among the students. The findings in this research indicated that, LAPTS has the potential to develop students' MTPs with respect to Mason’s approach and learning in LA.
Highlights
The challenges of teaching in the 21st century are to create opportunities to students and developed their own thinking skills in order to learn more concepts in many educational fields as well as make them think independently in order to make use of their learned experiences
The model used in the development of the classroom learning instruction (LAPTS) in this study is ADDIE model
Based on the activities performed in the preliminary study, it is evident that there is the need for a learning strategy that will allow students to work collaboratively in order to improve their mathematical thinking processes as the conventional learning was identify to have some challenges in achieving this objective
Summary
The challenges of teaching in the 21st century are to create opportunities to students and developed their own thinking skills in order to learn more concepts in many educational fields as well as make them think independently in order to make use of their learned experiences. Helping students to learn how to think mathematically has been regarded as an important educational goal, as it is used to describe thought that is purposeful, reasoned, and goal directed [1] He emphasized that a greater role in the mathematical thinking skills of students is mostly played by teachers because the ability of students to think mathematically can be directly affected by the teachers’ approaches to teaching and learning. This means that applying students centered learning approaches will definitely make the teaching to be effective through developing and enhancing students’ performance in the classroom. Mathematical thinking is described by [4] as the ability to apply problem solving strategies, metacognitive processes, beliefs and effects, and practices which does not merely involve the mathematics content knowledge alone
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