Distance-education Student Teachers’ Views of Teaching Mathematics Problem Solving While on Teaching Practice

Abstract

This study explores student teachers’ views regarding problem solving in mathematics classrooms. The participants in the study were Bachelor of Education students registered for their second year of teaching practice (at a distance institution) who were asked about their experiences of teaching a mandatory mathematics problem-solving lesson while on their teaching practice. The responses were mixed, although they conveyed predominantly positive views about the experiences. Students noted positive experiences related to learner and teacher enjoyment of problem-solving lessons, student-teacher development that took place as well as improved learner understanding and autonomy during these lessons. Their negative experiences related to low self-confidence about selecting appropriate tasks, insufficient knowledge of problem solving as a teaching method and classroom norms that do not support problem solving. Both positive and negative experiences were related to student concepts about the nature of learning problem solving (learning for problem solving or learning through problem solving). It is recommended that student teachers (or pre-service teachers) have more exposure to problem-solving pedagogy and that hosting mentor teachers themselves take part in professional development on problem-solving pedagogy while universities include specific problem solving lessons and instruction in their practical modules.