The Constructivist Approach of Solving Word Problems Involving Algebraic Linear Equations: The Case Study of Mansoman Senior High School, Amansie West District of Ghana

Abstract

This paper is an action research which involves a sample of forty (40) second year students of Mansoman Senior High School. The study was aimed at using the constructivist approach to enhance students' competence in solving word problems involving algebraic linear equations. Prior to the study, it was observed that the students were not able to understand and solve word problems under algebraic linear equations. The constructivist approach of teaching and learning was employed as the intervention strategy and was carried in a series of activities. The pre -test and post -test scores obtained by the students were analyzed quantitatively based on the research questions that preceded the study. Comparatively, the results obtained from the pretest and post -test showed a significant improvement on the students' ability to translate word Original Research Articleproblems into algebraic linear equations and solve the equations as well. It was then concluded from the findings that the constructivist approach of teaching and learning employed during the intervention processes improved the students' academic achievements. The constructivist approach of teaching promoted students participation in the teaching and learning process and environment, and it must be encouraged by all.

Teaching Algebraic Word Problems through Constructivism: The Real Classroom Evidence

“…According to the constructivism principle, students are not only passively acquiring information but are actively generating new knowledge based on previously acquired knowledge in combination with new experiences, thereby enhancing their performance [6]. Constructivism has changed the concept of teaching and learning to a more progressive way through which fresh ideas of the learners are brought to class, understood and strengthened by a range of teaching and learning strategies that actively involve them [6]. That suggests, therefore, that a constructivist approach to learning builds on the learner's natural innate abilities [19].…”

“…From Chamot et al [5], learning to understand well enough to decode concepts found within a word problem is now a prerequisite for mathematical problem solving. 'Mathematical word problems, or story problems, have long been a common aspect of school mathematics,' according to [6]. Burton [7] stated that transformation of word problems into arithmetic or algebra creates considerable difficulty for many students, and from a psychological point of view a number of studies have discussed the linguistic and mathematical origins of that difficulty.…”

“…The same curriculum suggested problem-centered teaching approach which selects constructivism as its learning approach. Considering Andam et al [6] 'Constructivism is a philosophy that describes how knowledge is formed in the human being when information comes into contact with established knowledge that has been developed through experiences.' They further indicated that Constructivists assume that learners can create awareness through active participation in the learning process, rather than being deposited into the minds of the learner [6].…”

“…Considering Andam et al [6] 'Constructivism is a philosophy that describes how knowledge is formed in the human being when information comes into contact with established knowledge that has been developed through experiences.' They further indicated that Constructivists assume that learners can create awareness through active participation in the learning process, rather than being deposited into the minds of the learner [6]. Constructivism is not a method, but it is an information and learning philosophy which should inform practice but not recommend practice [9].…”

Model for Mathematics Teachers Development

“…And in addition to the active discussion, students are kept involved in the lesson and the teacher has a chance to continually monitor students' understanding of the concept being taught. In furtherance, teaching should be done in a way of allowing students to wonder why things are, to inquire, to search for a solution and to resolve incongruities and not teachers acting as the custodian of knowledge [12]. Classroom management represents a sizable obstacle to most teachers of today.…”