behaviourism and cognitivism in mathematics teaching ... · pdf file3rd international...

3rd International Conference on Education 2017
Behaviourism and Cognitivism in Mathematics Teaching
Approaches; Case Study in Malaysian Secondary Schools
By:Abdolreza Lessani
Aida Suraya Md. YunusKamariah Bt Abu Bakar
Sedigheh Shakib Kotamjani
Faculty of Educational Studies, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia
Institute for Mathematical Research, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia
20-22 April 20171

Outline Introduction
Literature review
Problem Statement
Aim of study
Methods of Research
Findings
Discussion
Conclusion
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IntroductionTheory is essential to any meaningful development effort.
Different societies have different theories to the teaching and
learning of mathematics as illustrated in their curriculum.
Teaching methods involve the use of learning theories and each
theory has different outcomes in mathematics education.
The role of teachers is to facilitate students thinking and
learning, therefore, teacher should attempt to motivate students
to learn.
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Literature Review This section discusses the two major learning theories including
behaviorism and cognitivism.
Behaviorism theory: The two main creators of behaviorist approaches to learning were Skinner (1972) and Watson (1996).
Skinner remarked that habits that every of us develop stems from our distinctive operant learning experiences.
Watson stated that human behaviour is a resulted of particular stimuli that extracted from particular responses.
This theory is a teacher-centered and giving lecture is the dominant method. 4

Cognitivist theory: Piaget (1936) was the first psychologist to make a systematic study of cognitive development.
Cognitive development was a progressive reorganization of mental processes as a result of environmental experience.
The main application of this theory in teaching of mathematics can be seen in the skill of problem solving(teacher and student center).
5
Contd

Steps of problem Solving
1. Understand the problem
2. Decide on a plan
3. Carry out the plan
4. Check the answer
As students go through this skill of problem solving in Mathematics, they get use to apply this method in solving their life challenges.
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In Malaysian at secondary schools books, in every chapter, there are some examples under the title of
Living with Mathematics (Form 2 page 58)
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Contd
8

Contd
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Problem Statement Students experience mathematics anxiety which is a
feeling of tension and fear that interferes with mathematics learning.
Students are not able to think critically to solve mathematics problems.
Students do not have enough confidence to discover their mathematics problems.
Which teaching method should be adapted to reduce students mathematics anxiety and to increase their interest to mathematics?
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Aim of the StudyThe aim of this study is to compare two learning theories
in mathematics teaching, and study their influence on
mathematics learning.
11

Methods of Research The qualitative case study method was considered more
feasible and appropriate to meet aim of this study.
Data were collected using:
Observation and
Semi-structured interviews with teachers
Participants are teachers from two secondary schools at
different states of Malaysia.
12

Contd
Two teachers were selected for the purpose of this study.
Teacher A and B tend to apply theories of behaviorism and
cognitivism in teaching method, respectively.
13

FindingsTeacher A
Observation: The class was teacher-centered. The teacher tended to solve
mathematics problems by herself with minimal students involvement.
She used blackboard and extra mathematics books in the class.
Sometimes, she encouraged students to have in-class discussions.
14

The example of linear equation was to find the value of xgiven the volume of the cuboid is 88cm3.
Teacher A posed a mixed problem with two aims: geometryand algebra and found x with volume 88 cm3 to show how tosolve a linear equation: = 883
2 + 1 2 4 = 88 2 + 1 8 = 88 2 + 1 = 11 2 = 10 = 5
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Contd Interview (teacher A)
Firstly I give examples and I solve them on board, then I give some other questions to my students and ask them to solve them.
While they are solving the examples, I go around the class, and I can see whether they understood the topic.
Sometimes I just ask a student who is in middle level to answer the question. If he/she answers my questions, I know the other students understood it as well.
16

Teacher B
Observation:
In her class, students were working together.
She helped them while they were solving the problems.
She also collected students notebooks which they used for doing their homework.
17

Contd
In another session she was teaching liner equation and used skill of problem solving , she gave students three exercises.
All of students took part in the class to solved them
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Contd Interview (teacher B)
I give them homework to do at home and hand it in the next session; I also give them some exercises in the class to check whether they understand the topic.
We should know our students by name and respect them in the class.
We need to give them questions based on their comprehension level. We should give easier questions to weak students.
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Discussion Teacher A tended to apply traditional teaching method.
However, whenever possible she tried to encourage in-classactivities and discussion.
Teacher B tended to use problem solving method
Moreover, some teachers were familiar with problem solvingand tended to apply this skill, but, whenever it was suited to theclass, based on time of the class and population of students
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Based on observation of classes that teachers usedtraditional method students have difficulties tounderstand subjects of mathematics and they haveanxiety when it comes to exams, class activities anddiscussions.
In the classes that teacher uses problem solvingmethod, students are involved in class activities,group discussion with each other and with teachers,and they have less or no anxiety to take exams.
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Among several methods of teaching Mathematics suchas discovery learning, mastery learning, group working, and
so on, problem solving is perceived as the mostapplicable teaching method in mathematics classesdue to:
limited teaching time (about 60 minutes per session)
Large number of students in some of classes (about 38 pupils ).
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Contd

Conclusion In classes using problem solving method student have less
anxiety for exams.
Students who learn mathematics by problem solving method
are more active in comparison with students under traditional
method.
Problem solving skill not only contribute to better mathematics
learning but also enhance students creativity to cope with life
challenges.
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Thank you for your attention.
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behaviourism and cognitivism in mathematics teaching ... · pdf file3rd international...

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