Using Reciprocal Teaching for Improving Students’ Skills in Mathematical Word Problem Solving - A Project of Participatory Action Research

Rajmonda Kurshumlia,Eda Vula

doi:10.12973/eu-jer.10.3.1371

Abstract

<p style="text-align:justify">This study aims to present the potential of Participatory Action Research (PAR) to bring together the experiences of teachers and researchers with the intention of improving teaching practices and students’ learning outcomes. Participants in the study were 7 teachers, their 160 fifths grade students, and researchers (authors). Teachers and researchers participated as partners in all collaborative activities during the period of 12 weeks. All teachers assisted by the researcher (first author) who serves as a teacher at the same school, were involved in implementing the reciprocal teaching method (RTM) in math classes. They examined each step of the implementation of this method in order to investigate whether it has an impact on student achievement in solving mathematical word problems. Teachers observed the work of students in their classes, whereas in the joint meetings they discussed occasional ambiguities as well as issues that were most challenging for them and their students. The results showed that there was a significant improvement of the students’ results in the post-test of the mathematical word problems. The analysis of teachers' reflections highlights the benefits of collaboration within the PAR project, both for students and teachers. The study suggests that the PAR model can be used effectively within school settings as a research model, and as a pedagogical practice.</p>

Highlights

Problem solving is one of the most important competencies that requires special attention at all levels of education
This study aims to present the potential of Participatory Action Research (PAR) to bring together the experiences of teachers and researchers with the intention of improving teaching practices and students’ learning outcomes
All teachers assisted by the researcher who serves as a teacher at the same school, were involved in implementing the reciprocal teaching method (RTM) in math classes

Summary

Introduction

Problem solving is one of the most important competencies that requires special attention at all levels of education. According to the Kosovo Curriculum for Pre-university Education, it enables the development of students' skills and abilities for critical thinking (Ministry of Education, Science and Technology, Republic of Kosovo, 2016). It enables independent and systematic work encouraging curiosity to build new knowledge. Learning to solve problems begins with learning abstract concepts and shifting towards problem solving to apply the ‘explain-practice-apply’ skills (Van de Walle et al, 2016) This way, students' attention is focused on ideas to create an understanding of the problem, develop mathematical processes, beliefs, and provide an accurate solution to problems. It is important to start developing the word problem solving skills early in elementary school, as word problems get semantically more complex when students’ progress in their future educational levels (Boonen et al, 2016)

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