The impact of using balancing model in teaching linear equation

Pages: 84-91
Solomon Mellese (Department of Teacher Education and Curriculum Studies, Bahir Dar University Ethiopia, East Africa)
Belaynesh Kassanew (Department of Mathematics Education, Bahir Dar University Ethiopia, East Africa)

This study aimed to describe how balancing model can support students’ understanding of linear equations with one variable. This article is a part of a larger study on learning design of linear equations with one variable using algebra tiles combined with balancing model. To achieve this research objective, design-based research approach was chosen. The target population of the study was grade five students at Bahir Dar town one governmental primary school. From this population, the participants of the study were grade five section A students randomly selected. The data were gathered through test and classroom observation and analyzed quantitatively and qualitatively. Findings showed that most students performed better in the post-test as compared to the pre-test, and most students have developed more flexible strategies to solve linear equation after a series of learning attempts through balancing model. Therefore, teaching through balancing model method has developed students’ conceptual understanding of linear equation. So in order to develop students understanding of mathematics concept, mathematics educators’ should design and implement continuous professional development program for primary school teachers in order to improve their pedagogical skills and re-design primary school curricular materials in such a way that they could smoothly integrated into the student’s real-life situations.

Keywords: balancing model, linear equation, conceptual understanding