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 is widely known that there is a specific focus of action research in education (Kitchen & Stevens, 2008). As such, its main goal is to help in the determination of ways that can be used in enhancing the lives of children (Sommer, 2009). Teachers need to look for the ways that they can use to improve their knowledge of education so that they can pass it to the students. All together, action research can assist in the enhancement of the lives for those teachers in the profession and have specialized in the application of their skills in the educational systems (Foster, 2014). [...]
[...] This has a close relationship with the origin of action research as postulated by Kurt Lewin and as utilized in the rational management of socially related issues (Martz Jr. & Sakaguchi, 2010). He developed the model through his efforts to respond to the problems in the aftermath of the Second World War such as employee morale, absenteeism and productivity (Sommer, 2009). With the utilization of the available tools, knowledge and capabilities, he started his full engagement in organizational action research (Foster, 2014). [...]
[...] (2015). Navigating layers of teacher uncertainty among preservice science and mathematics teachers engaged in action research. Educational Action Research, 581-598. http://dx.doi.org/ 10.1080 / Dewey, B. (2013). Note From The Editor. VURJ http://dx.doi.org/ 10.15695 /vurj.v9i 0.3859 Dick, B., Stringer, E., & Huxham, C. (2009). Theory in action research. Action Research, 5-12. http://dx.doi.org/ 10.1177 /1476750308099594 Eikeland, O. [...]
[...] To be specific, action research has a specific definition for its use in education (Leonard, 2009). As a result, it is defined as the process that is used to study a situation in a school and focus on the improvement of the entire process in terms of quality (Foster, 2014). It leads to the provision of new understanding and knowledge to practitioners on the ways that may be utilized to help in the improvement of the practices used in education or in resolving critical problems that affect teachers in schools as well as in classrooms as they interact with their students (Capobianco & Ní Ríordáin, 2015). [...]
[...] 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. [...]
using our reader.