Abstract
<p style="text-align:justify">This study investigated the development of problem-solving strategies demonstrated by 42 elementary pre-service mathematics teachers in problem-solving mathematics classes. The study used a mixed methods approach of quantitative and qualitative research by analyzing the collected data.. The quantitative portion calculates the frequencies and percentage of the participants’ responses to the problems posed in three different phases of the intervention: before, during, and after receiving the mathematics lessons. The qualitative approach was used for in-depth investigation to describe various mathematical problem-solving strategies demonstrated by participants across the three different research phases. Findings of the study indicated a limited number of problem-solving strategies present during the first phase of research such as “use arithmetic operation strategy,” and “make a drawing strategy,”. During the implementation of the problem-solving lessons and classroom discussion, the participants began to develop more strategies such as “use logical reasoning,” “solve a simpler problem,” “guess and check,” “organize data in a table or a list,” “look for a pattern,” “work backwards,” and “solve an equation,”. However, the research findings nonetheless revealed participants’ weakness in applying the variety of skills required for success in problem solving, such as interpreting information, mathematical working, and logical thinking. Results also demonstrated a limited and incorrect use of mathematical terminology, as well as a lack of problem comprehension. The discussion of the study addresses different features and issues related to mathematical problem-solving strategies. In light of its findings, this study presents recommendations and suggestions for the future development of pre-service teachers’ problem-solving strategies.</p>
Highlights
Over the past few decades, there has been a worldwide increase in the development of teacher preparation programs
This study aims to investigate the development of problem-solving strategies for elementary pre-service mathematics teachers through problem-solving lessons
Following the second phase of the research, which extended over two weeks of problem-solving lessons and classroom discussion, the findings revealed the participants had developed stronger problem-solving skills and were displaying more success in solving mathematical problems
Summary
Over the past few decades, there has been a worldwide increase in the development of teacher preparation programs. According to the National Council for Accreditation of Teacher Education “there are two components that prove critically important in teacher preparation: teacher knowledge of the subject to be taught and knowledge and skill in teaching that subject” The construction of teacher preparation programs varies (VillegasReimers, 2003), the majority comprise courses and experiences that address subject matter, educational courses, pedagogical and method courses, and field experiences and clinical practice (Ben-Peretz, 1995; Cobb, 1999). These courses are supposed to provide pre-service teachers with the knowledge and skills essential for their becoming effective teachers in the future. Considerable attention has been given to the place of
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