Abstract
Flexible teaching of mathematics word problems is essential to improve learning. Flexible teaching is vital in terms of providing meaningful learning, creating inclusive learning spaces and making content accessible. As such, teachers need to strive to provide flexible teaching of mathematics word problems in order to optimise and maximise learning. In line with this notion, therefore, the qualitative case study reported in this article aimed to explore the implementation of one aspect of universal design for learning (UDL), namely multiple means of representation (MMR), to guide flexible teaching of mathematics word problems. Data were collected using focus group discussions, reflection and observation sessions in which five high school mathematics teachers and a Head of Department were involved. The teachers participated in a mini-workshop on the application of the UDL principles which was organised to introduce and induct them to the approach. The study showed that MMR can be used to help guide flexible teaching of mathematics word problems by providing varied options for comprehension: options for language, mathematical expressions and symbols, as well as options for perception. The findings of the study recommend the need for teachers to adapt their teaching by considering the application of the MMR principle to guide and promote flexible teaching of mathematics word problems.
Highlights
Learners who face challenges in terms of English proficiency find mathematics word problems (MWPs) difficult to solve (Vula & Kurshimla, 2015)
On the basis of this, in this study we argue that MWPs could be taught productively through the application of the aspects of universal design for learning (UDL), which promotes the idea of flexible teaching through inclusive practices
Literature indicates that UDL can be used as a front-loader (Cooper-Martin & Wolanin, 2014). This means that the teacher has to incorporate the UDL strategies during the creation of instruction and assessments, instead of adjusting lessons or assessments afterwards. It is against this backdrop that this study aims to explore the implementation of UDL to guide flexible teaching of MWPs
Summary
Learners who face challenges in terms of English proficiency find mathematics word problems (MWPs) difficult to solve (Vula & Kurshimla, 2015). This is because MWPs require learners to know how to work with numbers, and to possess other skills such as to identify, understand, interpret, create, communicate and compute numbers According to Liljedah, Trigo, Malaspina and Bruder (2016), mechanical problem-solving refers to a method of solving mathematical problems by merely applying previously learned formulae to new similar situations This way, true solutions can be reached by solving mathematical operations in a certain specific outlined order (Bal, 2015)
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