Abstract
The study investigated the effects of Solve-Reflect-Pose Strategy (SRP) on pre-service mathematics teachers’ algebraic knowledge for teaching in Nigeria. A pre-test-post-test quasi experimental design was employed. Intact classes were used and in all, 182 pre-service mathematics teachers’ participated in the study (92 in the experimental group taught with the SRP and 90 in the control group taught using the Modified Conventional Method (MCM). One research instrument manipulated at three levels namely: Conceptual Knowledge Test (CKT), Procedural Knowledge Test (PKT) and Flexible Procedural Knowledge Test (FPKT), was used for the quantitative data and interview protocol for qualitative data. The two research questions formulated were analysed using descriptive statistics while independent sample t-test was used to analyse the two hypotheses. Results showed that there were statistically significant differences in the mean post-test achievement scores on conceptual knowledge test, procedural knowledge test and flexible procedural knowledge test between pre-service teachers exposed to the SRP and those exposed to the MCM, all in favour of the SRP group. Based on the results, SRP should be adopted as an instructional strategy and efforts should be made to integrate the philosophy of SRP into the pre-service teachers’ curriculum at the teacher-preparation institutions.
Highlights
The search for new thinking and effective methods of teaching mathematical concept such as algebra has been sharpened by the abysmal achievement of students in algebraic word problems
What are my numbers?" The findings show that pre-service teachers in the solve-reflect-pose strategy demonstrate greater conceptual knowledge, procedural knowledge and flexible procedural knowledge in algebra when measured as greater representation of mathematical statements, greater use of multiple and correct strategies and greater use of alternative methods of solutions was demonstrated
The findings in this study revealed that pre-service mathematics teachers in the solve-reflect-pose strategy demonstrate greater conceptual knowledge, procedural knowledge and flexible procedural knowledge in algebra when measured as greater representation of mathematical statements, greater use of multiple and correct strategies and greater use of alternative methods of solutions was demonstrated
Summary
The search for new thinking and effective methods of teaching mathematical concept such as algebra has been sharpened by the abysmal achievement of students in algebraic word problems. The teaching and learning of algebra in classrooms obviously need different interactive approaches, tasks and instructional methods due to dismal performance of students in algebra (Azuka, Jekayinfa, Durojaiye, & Okwuoza, 2013; Iji & Uka, 2012; Salman, 2008). The mathematics teacher knowledge and skills are necessary components in the reform of teaching and learning of algebra. The possession of various structures of knowledge and skills by teachers indicates the kind of teachers they might be. A /Journal of Research and Advances in Mathematics Education, 2019, 4(2), 66-78
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