Teachers’ perspectives on a multimedia supported problem solving: focus on Grade 8 Algebra in the Mount Ayliff District

Abstract

This paper reports on a study conducted to determine the teachers’ perspectives on a multimedia supported mathematical problem solving in algebra at the Mount Ayliff district of the Eastern Cape province of South Africa. Mathematics teachers rarely incorporate diverse teaching resources when teaching mathematical problem solving. There is a common belief among these teachers that mathematical content can be taught and learned with only text material and a chalkboard. A qualitative study was conducted where teachers were interviewed about multimedia supported problem solving. Teachers were also observed while teaching algebra. The population consisted of 15 Grade 8 mathematics teachers from 15 schools in the Mount Ayliff district. Ten grade 8 teachers from schools were purposively sampled to participate in the interviews. Findings revealed that teachers are aware of a need for a multimedia supported problem solving, however due to lack of multimedia they utilize only text material and a chalkboard. Furthermore, findings have shown that teachers lack skills to improvise in order to attain and apply multimedia. The paper concludes that with the support of multimedia, problem solving can be approached from diverse perspectives; and content learning develops naturally as students assume an active role on a multimedia supported problem solving process.