Using Reciprocal Teaching for Improving Students' Skills in Mathematical Word Problem Solving -- A Project of Participatory Action Research

Autor/inn/en	Kurshumlia, Rajmonda; Vula, Eda
Titel	Using Reciprocal Teaching for Improving Students' Skills in Mathematical Word Problem Solving -- A Project of Participatory Action Research
Quelle	In: European Journal of Educational Research, 10 (2021) 3, S.1371-1382 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kurshumlia, Rajmonda) ORCID (Vula, Eda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Reciprocal Teaching; Word Problems (Mathematics); Problem Solving; Skill Development; Reading Comprehension; Cooperative Learning; Action Research; Participatory Research; Instructional Improvement; Mathematics Instruction; Mathematics Achievement; Grade 5; Preadolescents; Elementary School Students; Elementary School Teachers; Public Schools; Foreign Countries; Reflection; Kosovo + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Leseverstehen; Kooperatives Lernen; Projektforschung; Forschungstätigkeit; Unterrichtsqualität; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; Pre-adolescence; Präadoleszenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Ausland
Abstract	This study aims to present the potential of Participatory Action Research (PAR) to bring together the experiences of teachers and researchers with the intention of improving teaching practices and students' learning outcomes. Participants in the study were 7 teachers, their 160 fifths grade students, and researchers (authors). Teachers and researchers participated as partners in all collaborative activities during the period of 12 weeks. All teachers assisted by the researcher (first author) who serves as a teacher at the same school, were involved in implementing the reciprocal teaching method (RTM) in math classes. They examined each step of the implementation of this method in order to investigate whether it has an impact on student achievement in solving mathematical word problems. Teachers observed the work of students in their classes, whereas in the joint meetings they discussed occasional ambiguities as well as issues that were most challenging for them and their students. The results showed that there was a significant improvement of the students' results in the post-test of the mathematical word problems. The analysis of teachers' reflections highlights the benefits of collaboration within the PAR project, both for students and teachers. The study suggests that the PAR model can be used effectively within school settings as a research model, and as a pedagogical practice. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01