In addition, it is observed that many curriculums or textbooks do not provide an adequate number of non-routine problems from which teachers can choose. This rather affects teachers’ use of problem solving approach in mathematics teaching since they mostly rely on the prescribed textbooks as their source of information (McIntosh, Jarret, & Peixotto, 2000). Such phenomenon is similar in most Ethiopian universities.
Moreover, textbooks and assessments regimes used in the school and the time schedule for mathematics lessons are hindrances to the teaching of mathematics through problem solving (Anderson, Sullivan & White,2004). Hence, conservative teaching methods by other teachers in the school as well as parents ' demands for the preparation …show more content…
The course outline is only one of the many media through which lecturers and students communicate with each other and it is prepared by experts to achieve the desired educational objectives. Hence, the course catalogue and course outline should be available to interested parties. Instructional materials help to implement teaching mathematics through problem solving .It should contain plenty of exercises and samples of work. They should also be flexible for students to allow the chance to work at their own speed and by their own methods (Feden and Vogel, …show more content…
The presence or absence of these materials may facilitate or hinder the implementation of mathematics through problem solving.
2.1.2 Support from others
Changes can take place and take place rapidly if there is general support for the change. Hence it is essential for lecturers to work to ensure that authorities in university or school, parents and others concerned about education understand the need for problem solving instruction in mathematics (Park City Mathematics Institute, 2006).
Providing support for lecturers through appropriate professional learning experiences is one strategy that may address the lack of adoption of teaching mathematics through problem solving. It is noted that in Singapore, where teachers do place an emphasis on problem solving, they are entitled to 100 hours of in-service training on teaching mathematics through problem solving each year (Kaur,
Moreover, textbooks and assessments regimes used in the school and the time schedule for mathematics lessons are hindrances to the teaching of mathematics through problem solving (Anderson, Sullivan & White,2004). Hence, conservative teaching methods by other teachers in the school as well as parents ' demands for the preparation …show more content…
The course outline is only one of the many media through which lecturers and students communicate with each other and it is prepared by experts to achieve the desired educational objectives. Hence, the course catalogue and course outline should be available to interested parties. Instructional materials help to implement teaching mathematics through problem solving .It should contain plenty of exercises and samples of work. They should also be flexible for students to allow the chance to work at their own speed and by their own methods (Feden and Vogel, …show more content…
The presence or absence of these materials may facilitate or hinder the implementation of mathematics through problem solving.
2.1.2 Support from others
Changes can take place and take place rapidly if there is general support for the change. Hence it is essential for lecturers to work to ensure that authorities in university or school, parents and others concerned about education understand the need for problem solving instruction in mathematics (Park City Mathematics Institute, 2006).
Providing support for lecturers through appropriate professional learning experiences is one strategy that may address the lack of adoption of teaching mathematics through problem solving. It is noted that in Singapore, where teachers do place an emphasis on problem solving, they are entitled to 100 hours of in-service training on teaching mathematics through problem solving each year (Kaur,