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An open-ended approach to enhance critical thinking skill in mathematics among secondary five Normal (Academic) pupils
Author
Seoh, Bee Hua
Supervisor
Foong, Pui Yee
Abstract
The study is an attempt to explore how an "Open-Approach" Mathematics programme can be used in the teaching of thinking skills in Mathematics. The main aim is to find out whether the Open-ended Approach programme designed for this study can be used to develop the pupils' critical thinking skill in Mathematics. The second aim is to find out whether the use of open-ended problems that are related to the real life situations will generate active mathematical discussion and hence motivate the pupils to perform better in Mathematics. Another aim of this study hopes to provide Mathematics teachers with alternative assessment criteria that could be used to assess the pupils' critical thinking skill in Mathematics.
In response to the needs to prepare the pupils so that they possess the requisite skills for their workplaces in the future, the Thinking Programme was formulated. As a result of this new educational movement, it is necessary to review the instructional approach and the type of problems used in Mathematics lessons.
The use of the open-ended problems can help the pupils to think for themselves and to construct their own responses. The open-ended problems help to develop conceptual understanding and shift the focus from learning on content knowledge to the ability to use and interpret knowledge critically. Therefore the open-ended problems have the potential to promote pupils' critical thinking skill. Further, cooperative learning environment can help the pupils to deal with the open-ended problems. The cooperative learning environment provides the pupils with opportunities for trial and error, a safe environment for asking questions, expressing opinions and taking risks. Therefore, there is a need to explore the use of open-ended problems and cooperative learning environment to promote pupils' critical thinking skill in Mathematics.
This study consisted of eight problem-solving sessions that incorporate the use of non-routine problems (some closed but mainly open-ended types) and 'working in pairs' to encourage the pupils to think and reason critically. The study was implemented for eight weeks with a total of 52 pupils from Secondary Five Normal Academic Stream participated in it. From this study, it was found that the Open-ended Approach (OEA) programme enhanced the pupils' critical thinking skill in Mathematics. After the implementation of the OEA, the pupils' ego of wanting to out-perform their peers has reduced. They were more willing to engage in co-operative learning with their peers and more willing to help their fellow weaker pupils to improve their mathematics performance together. Further, their avoidance towards working for mathematics has improved. They were more keen to work on their mathematics and do not avoid work associated with mathematics.
On the whole, the pupils under study gave positive feedbacks towards the Open-ended Approach programme. The results obtained from this study have important implications for both teaching and future research in the area of enhancing pupils' critical thinking skill in mathematics. This research study will be a platform for further advancement on the development of critical thinking skill in Mathematics for the pupils.
In response to the needs to prepare the pupils so that they possess the requisite skills for their workplaces in the future, the Thinking Programme was formulated. As a result of this new educational movement, it is necessary to review the instructional approach and the type of problems used in Mathematics lessons.
The use of the open-ended problems can help the pupils to think for themselves and to construct their own responses. The open-ended problems help to develop conceptual understanding and shift the focus from learning on content knowledge to the ability to use and interpret knowledge critically. Therefore the open-ended problems have the potential to promote pupils' critical thinking skill. Further, cooperative learning environment can help the pupils to deal with the open-ended problems. The cooperative learning environment provides the pupils with opportunities for trial and error, a safe environment for asking questions, expressing opinions and taking risks. Therefore, there is a need to explore the use of open-ended problems and cooperative learning environment to promote pupils' critical thinking skill in Mathematics.
This study consisted of eight problem-solving sessions that incorporate the use of non-routine problems (some closed but mainly open-ended types) and 'working in pairs' to encourage the pupils to think and reason critically. The study was implemented for eight weeks with a total of 52 pupils from Secondary Five Normal Academic Stream participated in it. From this study, it was found that the Open-ended Approach (OEA) programme enhanced the pupils' critical thinking skill in Mathematics. After the implementation of the OEA, the pupils' ego of wanting to out-perform their peers has reduced. They were more willing to engage in co-operative learning with their peers and more willing to help their fellow weaker pupils to improve their mathematics performance together. Further, their avoidance towards working for mathematics has improved. They were more keen to work on their mathematics and do not avoid work associated with mathematics.
On the whole, the pupils under study gave positive feedbacks towards the Open-ended Approach programme. The results obtained from this study have important implications for both teaching and future research in the area of enhancing pupils' critical thinking skill in mathematics. This research study will be a platform for further advancement on the development of critical thinking skill in Mathematics for the pupils.
Date Issued
2002
Call Number
QA14.S55 Seo
Date Submitted
2002