Exploring the Efficacy of Guided Discovery Learning in Improving Algebraic Thinking Skills

This study sought to explore how the use of guided discovery can enhance students' algebraic thinking skills in a grade 9 mathematics classroom. An action research with a quantitative design was employed where the students were taught various algebraic topics such as algebraic translation, algebraic expressions and algebraic equations. The study consisted of six students (n=6) between ages 14 and 15 years and was conducted at a popular high school in Kingston, Jamaica. Data was collected using observation schedule, field notes, questionnaire and also pretest and posttest; and it was analyzed using descriptive statistics. 33% of the students had difficulties with algebraic problems since they would either get easily confused or were unable to remember the algebraic processes. The results revealed that there was a significant improvement in the algebraic skills and performances of the students as students were better able to work with algebraic problems after being introduced to the intervention. As this is so, a prime implication could be on the teaching and learning of algebra at the different grade levels at the secondary level that could eventually influence how students are prepared for CSEC examinations. The implication could also extend to the mathematics educational programs at the tertiary level.