Reflective learning and prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communications skills

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Author: Merle L. Junsay

Accession Number: 1617D

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Author No: J

Copyright Year: 2015

Abstract:

This quasi-experimental study is an exploration of the effects of reflective learning to prospective teachers'conceptual understanding,critical thinking,problem solving, and mathematical communication skills and the relationship of this variables.It involved 60 prospective teachers from two basic intact mathematics classes of a Christian institution of higher learning.There were two treatments used in the study,namely,the lecture-discussion approach and the reflective learning approach of teaching.The lecture-discussion involved fivephases;introduction,presentation,comprehension,monitoring,integration,and review and closure.The reflective learning approach involved initializing,exploring and connecting processes.Validated and reliability-tested researcher-made tests on conceptual understanding,critical thinking,problem solving and mathematical communication skills served as the instruments.The study reveals that the scores of prospective of prospective teachers exposed to the reflective learning approach and the lecture-discussion approach was below 50% of the perfect score before and even after the intervention.It shows that the prospective teachers'conceptual understanding,critical thinking,problem solving, and mathematical communications skills significantly improved in the effective learning group as well as in the lecture-discussion group.But the mean gains of both groups are significantly different in favor of the reflective learning group in all the aforementioned skills except in critical thinking.Furthermore,the prospective teachers'conceptual understanding,critical thinking,problem solving, and mathematical communication skills were all found out to be significantly related in the reflective learning group.However,in the lecture-discussion group,only the following pairs were significantly related:conceptual understanding and mathematical communication skills;conceptual understanding and problem solving skills;and problem solving and mathematical communication skills.This study includes the discussion on the implications of the results to mathematics instruction among prospective teachers,constructivism,experimental learning, and social cognitive theory.


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