Volume no :15, Issue no: 2, May (2016)

USING THE WORKING BACKWARDS STRATEGY OF PROBLEM-SOLVING IN TEACHING MATHEMATICS TO FOSTER MATHEMATICS SELF-EFFICACY

Author's: Sara Katz, Ruti Segal and Moshe Stupel
Pages: [107] - [144]
Received Date: March 22, 2016; Revised March 28, 2016
Submitted by:
DOI: http://dx.doi.org/10.18642/jmsaa_7100121650

Abstract

In this study, we qualitatively explore how teaching problem-solving focusing on the working backwards strategy enhances students’ efficacy beliefs to solve problems in mathematics. Efficacy-beliefs in one’s capacity to organize and execute the courses of action required to produce given attainments constitute the best predictive motivational component of performance. Participants were 131 students of four junior-high school classes. The students came from average socioeconomic backgrounds. This qualitative case study was designed to elicit tacit knowledge on problem-solving self-efficacy of students pre- and post-using the working backwards strategy. A non-participant observation and five in-depth interviews were conducted in each class. Two discussions of the methods in the class were recorded. Data were analyzed using constant comparative analysis and grounded theory techniques. Results showed that teaching problem-solving focusing on the working backwards strategy enhanced students’ problem-solving efficacy beliefs, self-regulation, and contributed to mathematical thinking performances.

Keywords

self-efficacy, problem solving, the working backwards strategy, junior-high school students, qualitative case study.