Abstract
Mathematics word problem solving is in a weak state, partly due to teachers’ limited access to professional development (PD) opportunities in mathematics word problem solving instruction. A professional development initiative (PDI) was collaboratively developed with Grade 3 teachers to enhance Grade 3 teachers’ mathematics word problem solving instruction. This study aimed to answer the question “How can Grade 3 teachers’ mathematics word problem solving be enhanced through a professional development initiative (PDI)?”
The research design was participatory action research (PAR), and the co-researchers were sampled through purposive sampling. Grade 3 teachers from government and independent schools were approached to take part in the study. These teachers are from English and Afrikaans schools, ensuring that participating teachers resemble a multi-cultural and multi-racial spectrum of teachers, which can represent the diversity of South Africa.
The study comprised three stages: preparation, action and reflection – data generation was done during each stage of the research. Data analysis was done according to a hybrid approach of thematic analysis. The theoretical framework, namely the Collaborative Process of Professional Development (CPoPD), and the conceptual framework, The Heart of Mathematics Word Problem Solving Instruction through PD, served as the foundation for the development of the PDI. This study is unique due to the inclusion of the multiple intelligence (MI) theory, the mathematics register, mathematics modelling, reading comprehension, subject matter knowledge (SMK) and pedagogical content knowledge (PCK) in the PDI aimed at enhancing Grade 3 teachers’ mathematics word problem solving instruction. The gap this study filled was to provide a PDI that was designed by Grade 3 teachers for Grade 3 teachers. The PDI was based on the initial needs analysis of teachers, and sought to address topical matters related to mathematics word problem solving instruction.
The collaborative development of the PDI was successful. Co-researchers have made a paradigm shift in their practical and interactive manner of mathematics word problem solving instruction. Co-researchers have, furthermore, noted that they will further-on make a point of attending to learners’ intelligences, breaking word problems into bite-size sections and teach a word problem in the same manner as a reading comprehension exercise. Among some of the recommendations made from this study, educational authorities are advised to integrate creativity in mathematics word problem solving, while educational institutions are recommended to restructure the mathematics curriculum for foundation phase pre-service teachers. Finally, policymakers are advised to re-package, re-group and re-align the foundation phase Mathematics curriculum, as a manner to attempt to eliminate the stigma around mathematics word problems from grass-roots level.