Mathematics education has undergone significant evolution over the years, transitioning from traditional teacher-centered methods to more dynamic student-centered approaches. Grounded in constructivist learning theory, contemporary mathematics teaching fundamentally relies on learners’ autonomous knowledge-building activities. Consequently, student-centered strategies are widely expected to positively impact the learning process.
To investigate the potential relationship between student-centered strategies and mathematical problem-solving skills, researchers from Turkey conducted a meta-analysis of relevant literature in both Turkish and English. A total of 55 studies and 69 effect sizes were analyzed, revealing a large effect size (Hedge’s g = +0.87). Further analysis indicated that this positive effect is consistent across primary, secondary, and tertiary education levels, with longer interventions (exceeding nine weeks) yielding the most substantial impact. Based on these findings, the authors concluded that student-centered strategies, methods, or techniques in mathematics teaching are particularly effective in enhancing students’ problem-solving skills.
Source (Open Access): Uyandıran, A., & Tarım, K. (2024). The Effect of Student-Centered Strategies, Methods and Techniques Used in Mathematics Teaching on Problem Solving Skills: A Meta-Analysis Study. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 53(1), 131-166. https://doi.org/10.14812/cuefd.1292823