Socio-DRA: An Approach In Teaching Mathematics
SOCIO-DRAMA: AN APPROACH IN TEACHING MATHEMATICS
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Perhaps, if teachers or anyone ask students to name what is the most difficult and most perplexing school subject is, doubtlessly, their answer is mathematics. Indeed, who else can not be challenged in mathematics, basic or complex mathematics can cause anyone to think more critically and impatiently. However, one exceptional student skill is his/her ability to analyze, understand and deal with any mathematical concepts without any evidence of difficultness, then maybe, that student has the probability of having high logical thinking ability. Logical thinking ability or logical mathematical intelligence is the ability of a person to be skilled at deductive
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Lev Vygotsky's theory focused on the connection between people and the sociocultural context in which they act and interact in shared experience. He stated the fundamental role of social interaction in the development of cognition, as he believed strongly that community plays a vital role in the process of "making meaning”. Vygotsky argued that social learning tends to surpass development since learning is a universal aspect of the process of developing culturally organized, specifically human psychological function. (Vega and Prieto, 2006)
Furthermore, many schools have traditionally held a transmissions or instructions model in which a teacher or lecturer ‘transmits’ information to students. In contrast, Vygotsky’s theory promotes learning contexts in which students play an active role in learning. Socio-drama encourages each of its participants to develop self-confidence and self-expression through risk-taking and exploration in activities that explore real life personal feelings and situations. By using socio-drama as a means for exploring issues in the classroom it is possible to celebrate participants’ individuality and to create caring and nurturing relationships among educators and students. In social interaction, students can get new information or experiences from their classmates. This further affirms that learners learn through interaction with other person because people tend to remember or retain the good side
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The independent variable represents the use of socio-drama as a strategy in motivating the students, it is present to determine and evaluate the outcome between classroom interaction through socio-drama and without using socio-drama in teaching Mathematics. Thus, the dependent variable presents the result of the student’s improvement after the discussion, which includes the four basic mathematical skills: problem solving, applied math, measurement and computational skill and students will need to apply this skill for improvement. The effectiveness was measured through the results of the pre-test and post-test of the students. The diagram which is in between the independent and dependent variable is the factors affecting in doing this study that the researchers must control for a good outcome. The main concern of this study is to determine the effectiveness of using socio-drama in enhancing student’s mathematical
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