Effect of synectic model of teaching on higher order thinking skills in mathematics mathematical communication and mathematical anxiety among elementary school students

Abstract

The study explores the Effect of Synectic Model of teaching on Higher Order Thinking Skills in Mathematics, Mathematical Communication and Mathematical Anxiety among elementary school students. The present study was experimental in nature and was conducted on a sample of 190 students of grade VI studying in rural and urban schools of Shillong district in Meghalaya affiliated to the Central Board of Secondary Education, New Delhi. Students were in the age-group of 11-13 years. The Synectic Model of teaching promotes innovative pedagogical practices that foster curiosity and reflective thinking. It aims to bring about a transformative culture in teaching shifting focus from rote learning to promoting use of analogies. By reducing Mathematical Anxiety, the research can help bridge gender, socio-economic and cultural gaps in Achievement in Mathematics. Incorporating Synectics Model of teaching not only has a positive effect on academic achievements, but also creates a ripple effect on the society by preparing a generation of students who are confident, creative and have a good command on the language used in Mathematics. The empirical evidence supporting effectiveness of Synectic Method of teaching can influence policy makers to integrate such strategies in national curriculum. Greater participation of students belonging to rural groups can lead to a more diverse workforce. Greater inclusivity in Mathematics education can help reduce dropout rates in schools. Flexible approach to teaching can provide an opportunity to teachers to think apart from the pressure of covering designated curriculum within a given time frame. The results of the study indicated that Synectic model is more effective in teaching of Mathematics as compared to Conventional method of teaching. The findings of the study shall prove to be useful for Mathematics teachers across various curricula to make their teaching more effective by making use of analogies in class, and also for counsellors who would find a way to reduce mathematical anxiety amo