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PISA Concept-Paper

This study investigates students' problem-solving techniques in response to PISA-like mathematical problems, focusing on their approaches, challenges, and critical thinking. Utilizing a mixed-methods design with 45 high school participants, the research aims to categorize problem-solving strategies and provide insights for improving mathematics instruction. The findings are expected to enhance educators' understanding of students' thought processes and inform curriculum development to better prepare students for real-world problem-solving.

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MERLY JEAN JOY DAG-UMAN
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6 views3 pages

PISA Concept-Paper

This study investigates students' problem-solving techniques in response to PISA-like mathematical problems, focusing on their approaches, challenges, and critical thinking. Utilizing a mixed-methods design with 45 high school participants, the research aims to categorize problem-solving strategies and provide insights for improving mathematics instruction. The findings are expected to enhance educators' understanding of students' thought processes and inform curriculum development to better prepare students for real-world problem-solving.

Uploaded by

MERLY JEAN JOY DAG-UMAN
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Title:

Investigating Problem-Solving Techniques: A Study of Students' Approaches to PISA-like Mathematical


Problems (incorporate critical thinking – definition)

Introduction and Background

Mathematics education has increasingly emphasized problem-solving skills as crucial for students' academic
success and real-world readiness (Kilpatrick, Swafford, & Findell, 2001). The Programme for International
Student Assessment (PISA) is a global measure that evaluates 15-year-old students’ competencies in reading,
science, and mathematics. PISA’s focus on problem-solving rather than rote memorization aligns with the
educational shift toward applying mathematical knowledge in new contexts (OECD, 2019). However, many
students face significant challenges in solving these PISA-like mathematical problems, which demand critical
thinking, creativity, and the ability to transfer knowledge to real-world scenarios (Stacey, 2011).

This study explores the different problem-solving techniques students employ when solving PISA-like
problems, aiming to deepen understanding of their approaches and identify obstacles they encounter. By
examining these factors, this research can guide educators in developing instructional practices that foster
problem-solving skills more effectively.

Statement of the Problem

This study seeks to answer the following questions:

1. How do students approach PISA-like mathematical problems?


2. What problem-solving techniques do students use when facing real-world, complex mathematical
problems?
3. What common obstacles do students encounter in solving these problems?

4. Describe students’ output. (first SOP)


5. Second (SOP) - How do students approach PISA-like mathematical problems?
6. Third SOP – Perception about their critical thinking using PISA like problems.

Objectives

The primary objectives of this study are to:

1. Investigate and categorize students' problem-solving strategies when confronted with PISA-like
Mathematical problems.
2. Identify students' challenges in understanding and solving complex, real-world problems.
3. Provide insights and recommendations for improving mathematical instruction and problem-solving
skills in educational settings.

Methodology

1. Research Design

A mixed-methods approach, including both qualitative and quantitative data, will be used. This design
comprehensively explores students’ problem-solving strategies and challenges (Creswell, 2014).

2. Participants

The study will involve 45 high school students aged 15–16 from diverse schools, offering a representative
sample of varying mathematical abilities (Stake, 2010).

3. Data Collection Methods


 PISA-like Problems: A set of PISA-like mathematical problems will be administered to students to
measure their problem-solving abilities.
 Think-Aloud Protocols: Students will verbalize their thought processes while solving these problems.
This protocol allows researchers to capture real-time problem-solving approaches and strategies
(Ericsson & Simon, 1993).
 Interviews: Follow-up interviews with a subset of students will help explore the reasoning behind
specific strategies and challenges encountered.
 FGD
 Journal

4. Data Analysis

 Qualitative Analysis: Think-aloud protocols and interviews will be coded and analyzed thematically to
categorize problem-solving approaches and identify common obstacles (Braun & Clarke, 2006).
 Quantitative Analysis: Statistical analysis of scores on PISA-like problems will evaluate the
effectiveness of various problem-solving techniques (Field, 2013).

Significance of the Project

Understanding students’ approaches to solving PISA-like problems is crucial to bridging gaps in problem-
solving skills and adapting teaching strategies accordingly. The findings from this study will provide valuable
insights into students’ thought processes and challenges, which can help educators and policymakers improve
mathematics instruction. By targeting specific skills and knowledge areas, educators can foster stronger
problem-solving skills that not only prepare students for PISA but also equip them for lifelong learning and
problem-solving (Boaler, 2016; Schoenfeld, 2011).

Expected Outcomes

1. A detailed categorization of problem-solving approaches used by students in response to PISA-like


problems.
2. Identification of common challenges faced by students, which will serve as a basis for developing
targeted instructional strategies.
3. Practical recommendations for mathematics teachers to enhance instruction focused on developing
problem-solving skills.

Target Audience

The primary audience for this study includes:

 Mathematics Educators
 Curriculum Developers
 Educational Policymakers
 Researchers in Mathematics Education and Problem-solving

Budget Estimate

Expense Category Estimated Cost (PHP)

Data Collection Materials 1500

Recording Devices 1000

Incentives for Student Participants 2500

Data Analysis Software 5000

Miscellaneous (Transportation, Printing) 3000

Total Estimated Budget 13,000

Conclusion
This study aims to provide insights into the problem-solving techniques and challenges that students encounter
when tackling PISA-like mathematical problems. By analyzing students' approaches and identifying common
obstacles, this research will contribute to developing effective instructional practices that emphasize critical
thinking, adaptability, and creativity in mathematics. These insights can directly inform curriculum design,
teacher training, and policy development, ultimately enhancing students' problem-solving abilities and
improving their performance on international assessments such as PISA (OECD, 2019; Schoenfeld, 2011).

References

 Boaler, J. (2016). Mathematical Mindsets: Unleashing Students' Potential through Creative Math,
Inspiring Messages, and Innovative Teaching. John Wiley & Sons.
 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77-101.
 Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.
Sage Publications.
 Ericsson, K. A., & Simon, H. A. (1993). Protocol Analysis: Verbal Reports as Data. MIT Press.
 Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics. Sage.
 Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding It Up: Helping Children Learn
Mathematics. National Academy Press.
 OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing.
 Schoenfeld, A. H. (2011). How We Think: A Theory of Goal-Oriented Decision Making and Its
Educational Applications. Routledge.
 Stacey, K. (2011). The PISA View of Mathematical Literacy in Indonesia. Journal on Mathematics
Education, 2(2), 95-126.
 Stake, R. E. (2010). Qualitative Research: Studying How Things Work. Guilford Press.

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