Action research, mathematics teachers, mathematics lessons, process of inquiry, Lewin, education, Traditional Action Research, Contextual Action Research, Barnes, Savoie‐Zajc, Descamps‐Bednarz
Recently, most researchers have cited that they incorporate action research in the problem solving initiatives (Groundwater - Smith, 2009; Dick, Stringer, & Huxham, 2009). As a result, this paper discusses what action research is and how it can be applied to produce actual solutions for actual problems in the society. It further discusses the origin of action research by different scholars and its development to the present state. However, it has a specific focus of action research application in mathematics and how mathematics teachers can apply action research to solve challenges in their mathematics lessons. It incorporates a discussion of the main methods/models of action research as well as the action research cycle. The most commonly used method is pointed out as well as how action research is used as a scientific methodology during research.
[...] It contributes to the strengthening of the relationships between the researchers and their supporters. The responsibilities of the practitioners and their supporters are clarified and challenges put across so that they can help one another in solving them (Capobianco & Ní Ríordáin, 2015). Action research is differentiated from other types of research that include consulting, daily problem-solving and general professional practices through its utilization of scientific studies (Dick, Stringer, & Huxham, 2009). The researcher spends most of his time on the improvement of the methodological tools that are used to ensure compatibility with the situation as well as help on the collection, analysis and presentation of data on a continuous and recurring basis. [...]
[...] Through the entire paper, there has been a discussion on how teachers use its models to solve problems that face the literacy levels of their students. However, it has provided a distinction between action research and other types of research giving the major difference as the fact that action research aims at identification of the problem before finding a solution. It has been postulated as a beneficial process to both the teachers and the students. References Barnes, Y. (2015). Action research in education. Educational Action Research, 306-307. [...]
[...] However, during the proceedings of action research, there can be innovations from participants who have regular meetings (Moreno, 2014). It is further advisable that the cycle should end with a reflection of the happenings with the use of the notes written during observation (Capobianco & Ní Ríordáin, 2015). The effectiveness of changes is tested as well as what was learned. The researcher also examines what barriers could have made the process difficult and how implementation of changes in the future can be improved. [...]
[...] Action research in education is one of the key strategies that are set by most teachers especially those who wish to develop themselves in their teaching methods so that they can assist their students to develop in their learning as well (Kitchen & Stevens, 2008). However, the educational action research has had various changes as well. In USA, Hafer and Corey has always advocated for the utilization of technical methods of education by the teachers (Foster, 2014; Hafer & Correy, 1999). The other two trends that emerged are those advocating for a method that is more focused on the development of professional judgment of teachers like the one advocated for in Britain (Mostofo & Zambo, 2015). [...]
[...] & Stevens, D. (2008). Action research in teacher education: Two teacher-educators practice action research as they introduce action research to preservice teachers. Action Research, 7-28. http://dx.doi.org/ 10.1177 /1476750307083716 Leavitt, H., Lippitt, R., Watson, J., & Westley, B. (1959). Changing People and Organizations. Public Administration Review, 19(2) http://dx.doi.org/ 10.2307 /973685 Leonard, A. (2009). The Viable System Model and Its Application to Complex Organizations. Systemic Practice And Action Research, 223-233. [...]
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