Volume 4, Issue 1 (March 2025)
IJER 2025, 4(1): 45-58 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Kalati Z, Rostamy-Malkhalife M, Behzadi M H. (2025). The Effectiveness of Teaching Problem Solving Strategies According to Constructivism Theory on Mathematics Academic Achievement and Attitudes Toward Mathematics in Sixth Grade Elementary School Students. IJER. 4(1), 45-58. doi:10.22034/4.1.45
URL: http://ijer.hormozgan.ac.ir/article-1-312-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-312-en.html
1- Department of Mathematics, Science and Research Branch, Islamic Azad university, Tehran, Iran
2- Department of Mathematics, Science and Research Branch, Islamic Azad university, Tehran, Iran ,Mohsen_rostamiey@yahoo.com
2- Department of Mathematics, Science and Research Branch, Islamic Azad university, Tehran, Iran ,
Abstract: (351 Views)
Objective: The aim of the present study was to investigate the effectiveness of teaching problem solving strategies according to constructivism theory on mathematics academic achievement and attitudes toward mathematics in sixth grade elementary school students in Tehran.
Methods: In a quasi-experimental study, 30 sixth grade students from elementary schools in Tehran were selected using convenience sampling and randomly assigned to experimental and control groups (15 students in each group). The teacher-made academic achievement test and the attitude scale toward mathematics lessons were used to collect data. In the experimental group, problem solving strategies based on the SOLO approach were implemented in seven stages, while the control group received conventional education.
Results: The findings showed that teaching problem-solving strategies based on the SOLO approach can significantly increase academic achievement (T = 2.31, p < 0.05) and improve attitudes towards mathematics (T = 9.25, p < 0.05).
Conclusions: Teaching according to Solo theory in mathematics significantly contributes to academic achievement and changes in students' attitudes toward mathematics. This method, by improving students' cognitive abilities and critical analysis, increases their self-confidence in dealing with complex problems and improves their attitudes toward this subject.
Methods: In a quasi-experimental study, 30 sixth grade students from elementary schools in Tehran were selected using convenience sampling and randomly assigned to experimental and control groups (15 students in each group). The teacher-made academic achievement test and the attitude scale toward mathematics lessons were used to collect data. In the experimental group, problem solving strategies based on the SOLO approach were implemented in seven stages, while the control group received conventional education.
Results: The findings showed that teaching problem-solving strategies based on the SOLO approach can significantly increase academic achievement (T = 2.31, p < 0.05) and improve attitudes towards mathematics (T = 9.25, p < 0.05).
Conclusions: Teaching according to Solo theory in mathematics significantly contributes to academic achievement and changes in students' attitudes toward mathematics. This method, by improving students' cognitive abilities and critical analysis, increases their self-confidence in dealing with complex problems and improves their attitudes toward this subject.
Keywords: Problem-solving strategies according to the SOLO approach, Academic achievement in mathematics, Attitudes toward mathematics, Sixth grade students
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/04/6 | Accepted: 2024/10/17 | Published: 2025/03/1
Received: 2024/04/6 | Accepted: 2024/10/17 | Published: 2025/03/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
