Comparative analysis between Traditional Teaching Methodology and the Problem-Solving Approach

Abstract

In primary and secondary education, the Problem-Solving Approach (PSA) is the official methodology for teaching mathematics in Nicaragua. However, traditional methodology is still used in some classrooms. The aim of this research is to analyze and compare the quality of mathematics instruction offered to students using traditional methodology and PSA. This study employed a quantitative approach with a quasi-experimental design and a descriptive nature. A total of thirty-two solid geometry lessons were analyzed in two Managua schools. Sixteen of the lessons were recorded using PSA in one school, and sixteen were recorded using the traditional teaching method in the other. Two observation instruments were implemented for data collection: Problem Solving Approach Instrument (PSAI) that monitors adherence to the steps of the PSA and Mathematical Quality of Instruction (MQI) that assesses the quality of mathematics instruction. The independent samples t-test was used to compare the results. The findings show that an acceptable implementation of PSA significantly improves the quality of mathematics instruction in the dimensions of richness of the mathematics and common core-aligned student practices. Consequently, the PSA methodology is better than the traditional one and, furthermore, its implementation does not imply a deviation from the predominant approach in Nicaragua, since its use is already guided by MINED.