STUDENTS’ PROBLEM SOLVING SKILLS USING ROUGH DRAFT TALK STRATEGY IN MATHEMATICS CLASSROOM

Authors

  • Alberto B. Felisilda Old Damulog National High School, Damulog, Bukidnon, Philippines
  • Dennis B. Roble University of Science and Technology of Southern Philippines, Lapasan Highway, Cagayan de Oro City, Philippines

DOI:

https://doi.org/10.46827/ejes.v7i7.3155

Keywords:

rough-draft talk (RDT), problem-solving skills, mathematics performance

Abstract

In reality, teachers of mathematics, at times, demand students to share ideas or pattern of solution for a mathematical problem to the class. With this comes the need for students to write a draft of their ideas or answers first before they can relay them for the teacher’s affirmation and for classmates’ benefit from listening. This study explored the effectiveness Rough-Draft Talk (RDT) in strengthening students’ problem-solving skills in mathematics. A quasi-experimental research design was used in the study where two (2) intact classes were randomly assigned as the experimental group while the other was the control group. The experimental group was taught using RDT while the control group using the conventional teaching method. Findings revealed that students exposed to RDT performed better compared to those taught using the conventional method. The researcher recommends that teachers, curriculum developers and administrators are encouraged to use Rough-Draft Talk (RDT) to improve students’ problems solving skills in mathematics.

 

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Author Biographies

  • Alberto B. Felisilda, Old Damulog National High School, Damulog, Bukidnon, Philippines

    Alberto B. Felisilda is currently a secondary school teacher of the Department of Education (DepEd) assigned at Old Damulog National High School, Damulog, Bukidnon, Philippines. He graduated his Master of Science in Teaching Mathematics at the University of Science and Technology of Southern Philippines, Cagayan de Oro City.

  • Dennis B. Roble, University of Science and Technology of Southern Philippines, Lapasan Highway, Cagayan de Oro City, Philippines

    Dr. Dennis B. Roble is currently an Assistant Professor IV of the Department of Mathematics Education, College of Science and Technology Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines. He graduated his Doctor of Philosophy in Mathematical Sciences major in Mathematics Education and Master of Science in Teaching Mathematics at the University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines. He finished his baccalaureate degree Bachelor of Science in Mathematics at Xavier University-Ateneo de Cagayan. He has published a number of researches in mathematics education from reputable journals and presented researches in conferences here and abroad. He is also a participant in the Autumn School on Digital Tools and Mathematical Modelling at the University of Wurzburg, Bavaria, Germany last October 2018 and attended the International Congress on Mathematics Education (ICME) last October 2016 at Universitat Hamburg, Germany.

References

Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: strategies for the heterogeneous classroom third edition. Teachers College Press.

Hardman, F., & Abd-Kadir, J. (2010). Classroom discourse: towards a dialogic pedagogy. The international handbook of English, language and literacy, 254-264.

Jansen, A. (2008). An investigation of relationships between seventh-grade students' beliefs and their participation during mathematics discussions in two classrooms. Mathematical Thinking and Learning, 10(1), 68-100.

Mercer, N., & Hodgkinson, S. (Eds.) (2008). Exploring talk in school: Inspired by the work of Douglas Barnes. Sage.

Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in philosophy and education, 27(4), 283-297.

National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.

Özevin Tokinan, B. (2008). Yaratıcı dans etkinliklerinin motivasyon, özgüven, özyeterlik ve dans performansı üzerindeki etkileri (Doctoral dissertation, DEÜ Eğitim Bilimleri Enstitüsü).

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Published

2020-06-28

Issue

Vol. 7 No. 7 (2020)

Section

Articles

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