Enhancing students’ level of thinking skills through integrative multi-Modal strategy in teaching mathematics

Abstract

Mathematics teaching requires an in-depth content knowledge and skills in the delivery of the lessons. This study determine the effects of using the Integrative Multi-Modal Strategy (IMSS) on the level of thinking skills of two intact sections of third year high school students. The subjects of the study were carefully matched in pairs according to their previous grades in Math and English. A combined quantitative and qualitative method of research was employed. A researcher-made test consisted of a – 12 item open-ended problems in Mathematical Thinking Skills Test (MTST) was used. It was administered successively to both groups prior to the experimental instruction. Results showed that the difference in mean ranks in the level of thinking skills of the experimental and control group was found to be significant. The experimental group posted higher achievement in the MTST as compared to the control group. The overall performance of the experimental group in the MTST is better and attained the developed level of mathematical thinking. This strategy as used in a mathematics classroom, provides teachers the opportunity to develop IMMS activities that enhance students’ level of thinking skills.