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Levelling up Maths learning through digital platforms to improve fifth grade students' problem-solving skills
Hamdan, Shireen
Hamdan, Shireen
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Date
2024
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
Jordan
Abstract
Context: This research was conducted at Al-Ridwan School in Amman, Jordan, which introduced a Cambridge International Programme to enhance its curricular offerings for fifth-grade students. Recognizing significant challenges in problem-solving and math skill retention among students post-pandemic, the study aimed to leverage technology to improve educational outcomes while catering to diverse learners.
Aims: The primary objective of the research was to investigate how digital resources (such as interactive animations and quizzes) could improve fifth-grade students' conceptual understanding and problem-solving abilities in mathematics. The study sought to address proficiency gaps in line with Cambridge standards and explore students' and teachers' perceptions regarding the use of digital tools in lessons.
Methods: A mixed-method approach was utilized, including classroom observations, a focus group discussion with students, and a survey targeted at teachers. Observations were conducted during sessions that incorporated digital resources as well as those that did not, assessing student engagement and problem-solving effectiveness. Student opinions were captured through a focus group, while teachers' reflections were gathered via a survey to assess their views on integrating digital resources in their teaching.
Findings: The implementation of digital tools resulted in increased student engagement and improved problem-solving skills. Students appreciated the flexibility of accessing resources independently, though some expressed challenges with distractions or complexity. Teachers reported high satisfaction with the training on utilizing digital tools, acknowledging the benefit of organized resources for lesson planning, yet also highlighted concerns regarding technical issues and equitable access to devices.
Implications: Findings indicate that the integration of digital resources significantly enhances mathematics teaching and learning experiences. The positive responses from both students and teachers suggest that such approaches can facilitate greater conceptual understanding in mathematics. However, the study also highlights the necessity for ongoing professional development and considerations regarding access to technology to ensure equitable learning opportunities. Other educators may find insights into effectively integrating digital resources into their own teaching practices based on these findings.
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Keywords (free text)
digital resources, mathematics education, problem-solving skills, teacher training, student engagement