Problem-Solving Preferences of Mathematics Teachers: Focusing on Symmetry

Abstract

The aim of the study presented in this paper was to explore factors that influence teachers' problem-solving preferences in the process of (a) solving a problem, (b) explaining it to a peer, (c) liking it, and (d) teaching it. About 170 mathematics teachers took part in the different stages of the study. A special mathematical activity was designed to examine factors that influence teachers' problem-solving preferences and to develop teachers' preferences concerning whether to use symmetry when solving the problems. It was implemented and explored in an in-service program for professional development of high-school mathematics teachers. As a result, three interrelated factors that influence teachers' problem-solving preferences were identified: (i) Two patterns in teachers' problem-solving behavior, i.e., teachers' tendency to apply a stereotypical solution to a problem and teachers' tendency to act according to problem-solving beliefs, (ii) the way in which teachers characterize a problem-solving strategy, (iii) teachers' familiarity with a particular problem-solving strategy and a mathematical topic to which the problem belongs. Findings were related to teachers' developing thinking in solving problems and using them with their students. The activity examined in this paper may serve as a model for professional development of mathematic teachers and be useful for different professional development programs.