Abstract
Today, it is important how much individuals acquire knowledge and use this theoretical knowledge in their daily life. A qualified training program is expected to train individuals who can solve problems. The prospective classroom teachers, who are expected to train individuals who can solve problems, should also have knowledge about the problem-solving process and applying it to the problem situations that they face in their own lives. This situation is thought to have a positive effect on the academic achievement of the students who will be trained. The study was conducted at the beginning of 2019-2020 academic year with 52 third grade prospective classroom teachers. Semi-structured interview form prepared by the researchers were used to examine the knowledge and usage levels of the prospective classroom teachers about problem-solving strategies. This study concluded that prospective classroom teachers could informally use some problem-solving strategies, even if they were not trained. However, the prospective classroom teachers failed to perform as expected. Key words: Problem-solving in mathematics, problem-solving strategies, prospective classroom teachers, teacher training.
Highlights
The importance of problem-solving in teaching and learning of mathematics has been emphasized since the 20th century
The aim of this study is to examine whether the prospective classroom teachers that are expected to train “problem-solving” individuals have knowledge about problem and problem-solving, problem-solving processes and problem-solving strategies and how they can use problem-solving strategies in the situations they encounter
While determining the study group, it was determined that the prospective teachers had not received any problem-solving training, but had taken basic mathematics lessons.For this reason, the study was conducted at the beginning of 2019-2020 academic year with 52 third grade prospective classroom teachers studying at Balıkesir University Necatibey Faculty of Education
Summary
The importance of problem-solving in teaching and learning of mathematics has been emphasized since the 20th century. Based on a model by Pólya (1949), intuitive thinking is at the forefront in the first phase of research on problem-solving, especially in the 1960s and 1970s. In the 1980s, it was emphasized that problemsolving should be the focus of school mathematics (NCTM, 1980). In order to teach and learn problemsolving in mathematics courses, the scope of problemsolving has been expanded by adding cognitive and intuitive thinking, as well as student-oriented opinions such as opinions, attitudes, emotions, and self-regulation behaviors (Schoenfeld, 1985, 1987, 1992). Mayer (1982), Schoenfeld (1982) and Silver (1982) state that preliminary.
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