Student Problem-Solving Difficulties and Implications in Mathematics for BSED 2
Math Students at Mallig Plain Colleges
INTRODUCTION
Mathematics education plays a crucial role in shaping students' analytical thinking,
logical reasoning, and problem-solving abilities (National Council of Teachers of
Mathematics, 2020). However, for many students pursuing a Bachelor of Secondary
Education (BSED) in Mathematics, problem-solving can be a challenging aspect of
their academic journey. In the context of Mallig Plain Colleges, a recognized
institution for mathematics education, it is essential to understand the specific
problem-solving difficulties faced by BSED 2 Math students and the implications
these challenges have on their mathematical proficiency.
One of the primary issues encountered by BSED 2 Math students is a lack of
problem-solving strategies. Mathematics problems often require a systematic
approach, involving breaking down complex scenarios into manageable steps (Polya,
1945). However, students may struggle to apply appropriate problem-solving
techniques, leading to confusion and a lack of confidence in tackling mathematical
challenges. Consequently, these difficulties can hinder students' ability to comprehend
and solve mathematical problems effectively.
Furthermore, the abstract nature of mathematics poses another significant obstacle for
BSED 2 Math students. Mathematics often requires students to think conceptually,
employing critical thinking and logical reasoning skills to solve problems (Hiebert &
Grouws, 2007). However, some students find it challenging to grasp abstract concepts
and apply them in practical problem-solving situations. This disconnect between
theoretical understanding and application can impede students' progress in
mathematics.
Addressing these problem-solving difficulties is crucial to enhance the mathematical
proficiency of BSED 2 Math students at Mallig Plain Colleges. By providing targeted
interventions and instructional strategies, educators can support students in
developing effective problem-solving skills and bridging the gap between theoretical
concepts and practical application. Through these efforts, students can gain
confidence in their mathematical abilities and become proficient problem solvers.
References:
Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching
on students' learning. In F. K. Lester (Ed.), Second handbook of research on
mathematics teaching and learning (pp. 371-404). Information Age Publishing.
National Council of Teachers of Mathematics. (2020). Principles to actions: Ensuring
mathematical success for all. Reston, VA: National Council of Teachers of
Mathematics.
Polya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton
University Press.
Statement of the Problem:
The Bachelor of Secondary Education (BSED) 2 Math students at Mallig Plain
Colleges face significant difficulties in problem-solving and understanding the
implications of mathematics. This study aims to identify and analyze the specific
problem-solving challenges encountered by BSED 2 Math students and explore the
implications these difficulties have on their mathematical proficiency. By addressing
these issues, educators can develop effective strategies to enhance problem-solving
skills and bridge the gap between theoretical concepts and practical application,
thereby improving the overall mathematical competency of BSED 2 Math students at
Mallig Plain Colleges.
Paradigm of the Study
The study on student problem-solving difficulties and their implications in
mathematics for BSED 2 Math students at Mallig Plain Colleges will use a mixed-
methods approach, combining qualitative and quantitative research methods.
Qualitative data will explore the specific difficulties students encounter, while
quantitative data will measure their mathematical proficiency. The data collected from
both methods will be analyzed and synthesized to gain a holistic understanding of the
problem-solving difficulties and their implications in mathematics. This will inform
the development of targeted interventions and instructional strategies to address the
identified challenges and improve the problem-solving skills of BSED 2 Math
students at Mallig Plain Colleges.
Objectives
The objectives of the study on student problem-solving difficulties and implications
in mathematics for BSED 2 Math students at Mallig Plain Colleges are as follows:
To understand the students' perceptions, experiences, and attitudes towards
problem-solving in mathematics.
To investigate the relationship between problem-solving difficulties and
academic performance in mathematics among BSED 2 Math students.
To develop evidence-based strategies and interventions to enhance problem-
solving skills and mathematical proficiency among BSED 2 Math students.
To provide recommendations for curriculum development, instructional practices,
and educational support systems to address the identified problem-solving
difficulties and improve the overall mathematical competence of BSED 2 Math
students at Mallig Plain Colleges.
To contribute to the existing body of knowledge on student problem-solving
difficulties in mathematics education, specifically in the context of BSED 2 Math
students at Mallig Plain Colleges
By achieving these objectives, the study aims to shed light on the challenges faced by
BSED 2 Math students, inform effective interventions, and support the educational
needs of students pursuing a BSED 2 Math degree at Mallig Plain Colleges.
Background of the Study
The field of mathematics education has long recognized the importance of problem-
solving skills in developing students' mathematical proficiency. However, many
students, including those pursuing a Bachelor of Secondary Education (BSED) in
Mathematics, face difficulties in this crucial aspect of their academic journey. Mallig
Plain Colleges provides a valuable context for examining the problem-solving
difficulties and implications faced by BSED 2 Math students. Previous research has
identified several common problem-solving difficulties encountered by students in
mathematics education, such as a lack of problem-solving strategies, difficulty in
transferring abstract mathematical concepts into real-world applications, and limited
ability to analyze and break down complex problems into manageable steps. This
study aims to contribute to the existing body of knowledge by investigating the
problem-solving difficulties and implications in mathematics for BSED 2 Math
students at Mallig Plain Colleges.
