Abstract:
Problem solving is a major standard in most modern mathematics curricula. Problem solving should not be taught as an isolated part of the mathematics program. The purpose of the study is to explore the types of questions used by the teacher in a math class and to investigate the effect of using mathematical group discussions on seventh graders' problem solving abilities in geometry. The study is a qualitative research analyzing the processes and the effect of an intervention in an intermediate-level class (grades 7-8). This study was implemented in a school located in Beirut, Lebanon. The participants are the students of grade 7 class and their math teacher. The class consists of seven females and ten males. The age of the students ranges between 12 and 13 years. Students have different levels of academic achievement in mathematics .The study extended over two academic years. During the second year the same students were in grade 8. Data were collected through: 1) class observations in grade 7 and grade
8 to investigate the teacher's types of questions and method of teaching in a problem solving situation prior to intervention, 2) interview with the teacher to obtain data about his perception of using mathematical group discussions and his belief about the possible positive effects of mathematical discussions on students' problem solving abilities, 3) clinical focus group interviews with the students in grade 7 to explore their initial problem solving abilities, 4) class observations in grade 8 to investigate students' mathematical discussions during intervention, and 5) clinical focus group interviews with the students in grade 8 to investigate students' final state of problem solving abilities. Results of the study showed that teacher's questions are mostly probing questions to assess students' mathematical knowledge. They also showed many effects of using mathematical group discussions on the interactions among students in class and on students' problem solving abilities. Interactions among students increased and shifted to higher levels of thinking and argumentation, metacognitive processes increased, and students' problem solving abilities improved.
