The impact of Socratic method on middle school students achievement in non-routine problem solving and their attitudes toward mathematical problem solving

Abstract

Non-routine problems play a significant role in mathematics learning due to their potential to foster students’ reasoning, inquiry, and critical thinking skills. Students, however, often experience difficulties in solving these problems and may experience negative attitudes toward them. In this context, the Socratic method, which is a dialectical dialogue organized through questions and answers, may serve as an effective tool for solving non-routine problems. This study investigates the effect of problem-solving activities supported by the Socratic method on students’ achievement in non-routine problems and their mathematics problem-solving attitudes. A quasi-experimental pre-test-post-test control group design was adopted. The sample consisted of a total of 33 seventh-grade students, including 16 in the experimental group and 17 in the control group. Data was collected through a non-routine problem-solving achievement test and a mathematics problem-solving attitude scale, which consists of teaching and enjoyment dimensions, administered before and after the implementation. The findings indicate that the Socratic method led to a significant improvement in students’ achievement in non-routine problems. However, mathematics problem-solving attitudes scores declined in both groups. This decline was particularly evident in the teaching dimension of scale and may be associated with the cognitive demands of non-routine problems and the abstract nature of algebra. In conclusion, while the Socratic method appears to be effective in improving achievement in non-routine problems, its implementation should be supported by strategies that address students’ affective needs.