The European Educational Researcher

Teacher Interventions using Guided Discovery and Mathematical Modelling in Grade 10 Financial Mathematics

George Ekol 1 * ,
Sarah Greenop 1
1 University of Witwatersrand, Johannesburg South Africa* Corresponding Author
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The European Educational Researcher, Volume 6, Issue 2, June 2023, pp. 35-53
OPEN ACCESS VIEWS: 972 DOWNLOADS: 693 Publication date: 15 Jun 2023
ABSTRACT
Minimal guidance or maximal independence? How can teachers achieve that complex balance when teaching mathematics? This pre-and post-test quasi-experimental research study explored the above questions in Grade 10 Financial Mathematics following guided discovery and mathematical modelling frameworks. Fifty-four (54) Grade 10 students at a Government High School in Johannesburg, South Africa, participated in the study. One group of students was taught following guided discovery and modelling learning principles and another group was taught following direct instruction. Students mean scores were compared at the end of the intervention. The main findings revealed that although the overall performance in the post-test was similar in both groups, there was a significant difference in understanding the concept of compound interest in the guided discovery learning group. The research highlights the promise of guided discovery learning and modelling approach over direct instruction, especially on supporting the understanding of difficult concepts in financial mathematics.
KEYWORDS
Guided discovery, mathematical modelling, financial mathematics, direct instruction, compound interest, quasi-experimental, Grade 10
CITATION (APA)
Ekol, G., & Greenop, S. (2023). Teacher Interventions using Guided Discovery and Mathematical Modelling in Grade 10 Financial Mathematics. The European Educational Researcher, 6(2), 35-53. https://doi.org/10.31757/euer.623
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