Behaviourism and Cognitivism in Mathematics Teaching Approaches; - PowerPoint PPT Presentation

3rd International Conference on Education 2017 Behaviourism and Cognitivism in Mathematics Teaching Approaches; Case Study in Malaysian Secondary Schools By: Abdolreza Lessani Aida Suraya Md. Yunus Kamariah Bt Abu Bakar Sedigheh Shakib Kotamjani Faculty of Educational Studies, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia Institute for Mathematical Research, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia 20-22 April 2017 1

3rd International Conference on Education 2017 Outline  Introduction  Literature review  Problem Statement  Aim of study  Methods of Research  Findings  Discussion  Conclusion 2

3rd International Conference on Education 2017 Introduction  Theory is essential to any meaningful development effort.  Different societies have different theories to the teaching and learning of mathematics as illustrated in their curriculum.  Teaching methods involve the use of learning theories and each theory has different outcomes in mathematics education.  The role of teachers is to facilitate students’ thinking and learning, therefore, teacher should attempt to motivate students to learn. 3

3rd International Conference on Education 20 Literature Review  This section discusses the two major learning theories including behaviorism and cognitivism.  Behaviorism theory : The two main creators of behaviorist approaches to learning were Skinner (1972) and Watson (1996).  Skinner remarked that habits that every of us develop stems from our distinctive operant learning experiences.  Watson stated that human behaviour is a resulted of particular stimuli that extracted from particular responses.  This theory is a teacher-centered and giving lecture is the dominant method. 4

3rd International Conference on Education 2017 Cont’d  Cognitivist theory : Piaget (1936) was the first psychologist to make a systematic study of cognitive development.  Cognitive development was a progressive reorganization of mental processes as a result of environmental experience.  The main application of this theory in teaching of mathematics can be seen in the skill of problem solving (teacher and student center). 5

3rd International Conference on Education 2017 Steps of problem Solving  1. Understand the problem  2. Deci de on a plan  3. Carry out the plan  4. Check the answer  As students go through this skill of problem solving in Mathematics, they get use to apply this method in solving their life challenges. 6

3rd International Conference on Education 2017  In Malaysian at secondary school’s books, in every chapter, there are some examples under the title of  Living with Mathematics (Form 2 page 58) 7

3rd International Conference on Education 2017 Cont’d 8

3rd International Conference on Education 2017 Cont’d 9

3rd International Conference on Education 2017 Problem Statement  Students experience mathematics anxiety which is a feeling of tension and fear that interferes with mathematics learning.  Students are not able to think critically to solve mathematics problems.  Students do not have enough confidence to discover their mathematics problems.  Which teaching method should be adapted to reduce students’ mathematics anxiety and to increase their interest to mathematics? 10

3rd International Conference on Education 2017 Aim of the Study  The aim of this study is to compare two learning theories in mathematics teaching, and study their influence on mathematics learning. 11

3rd International Conference on Education 2017 Methods of Research  The qualitative case study method was considered more feasible and appropriate to meet aim of this study.  Data were collected using:  Observation and  Semi-structured interviews with teachers  Participants are teachers from two secondary schools at different states of Malaysia. 12

3rd International Conference on Education 2017 Cont’d  Two teachers were selected for the purpose of this study.  Teacher A and B tend to apply theories of behaviorism and cognitivism in teaching method, respectively. 13

3rd International Conference on Education 2017 Findings Teacher A  Observation:  The class was teacher-centered. The teacher tended to solve mathematics problems by herself with minimal students involvement.  She used blackboard and extra mathematics books in the class.  Sometimes, she encouraged students to have in-class discussions. 14

3rd International Conference on Education 2017  The example of linear equation was to find the value of x given the volume of the cuboid is 88cm 3 .  Teacher A posed a mixed problem with two aims: geometry and algebra and found x with volume 88 cm 3 to show how to 𝑤 = 88𝑑𝑛 3 solve a linear equation: 2𝑦 + 1 × 2 × 4 = 88 → 2𝑦 + 1 × 8 = 88 → 2𝑦 + 1 = 11 → 2𝑦 = 10 → 𝑦 = 5 15

3rd International Conference on Education 2017 Cont’d  Interview (teacher A)  “Firstly I give examples and I solve them on board, then I give some other questions to my students and ask them to solve them .”  “ While they are solving the examples, I go around the class, and I can see whether they understood the topic .”  “ Sometimes I just ask a student who is in middle level to answer the question. If he/she answers my questions, I know the other students understood it as well .” 16

3rd International Conference on Education 2017 Teacher B  Observation :  In her class, students were working together.  She helped them while they were solving the problems.  She also collected students’ notebooks which they used for doing their homework. 17

3rd International Conference on Education 2017 Cont’d  In another session she was teaching liner equation and used skill of problem solving , she gave students three exercises.  All of students took part in the class to solved them 18

3rd International Conference on Education 2017 Cont’d  Interview (teacher B)  “ I give them homework to do at home and hand it in the next session; I also give them some exercises in the class to check whether they understand the topic .”  “ We should know our students by name and respect them in the class .”  “ We need to give them questions based on their comprehension level. We should give easier questions to weak students .” 19

3rd International Conference on Education 2017 Discussion  Teacher A tended to apply traditional teaching method. However, whenever possible she tried to encourage in-class activities and discussion.  Teacher B tended to use problem solving method  Moreover, some teachers were familiar with problem solving and tended to apply this skill, but, whenever it was suited to the class, base d on time of the class and population of students 20

3rd International Conference on Education 2017  Based on observation of classes that teachers use d traditional method students have difficulties to understand subjects of mathematics and they have anxiety when it comes to exams, class activities and discussions.  In the classes that teacher uses problem solving method, students are involved in class activities, group discussion with each other and with teachers, and they have less or no anxiety to take exams. 21

3rd International Conference on Education 2017 Cont’d  Among several metho ds of teaching Mathematics such as discovery learning, mastery learning, group working, and so on, problem solving is perceived as the most applicable teaching method in mathematics classes due to:  limited teaching time (about 60 minutes per session)  Large number of students in some of classes (about 38 pupils ). 22

3rd International Conference on Education 2017 Conclusion  In classes using problem solving method student have less anxiety for exams.  Students who learn mathematics by problem solving method are more active in comparison with students under traditional method.  Problem solving skill not only contribute to better mathematics learning but also enhance students’ creativity to cope with life challenges. 23

3rd International Conference on Education 2017 Thank you for your attention. 24