Prospective mathematics teachers’ reflections on their strategies for solving a simple combination problem

Abstract

This article aims to analyze and highlight prospective mathematics teachers' reflections on the strategies used to solve a simple combination problem. We carried out a qualitative study in the context of theoretical classes in an undergraduate course on the theory of problem-solving. To this end, 11 students from Paraná solved a simple combination problem. The results showed that the participants believed the diagram and table strategies were the same. After the discussions, they understood that the strategies have their own representations but did not mention those linked to execution. We conclude that the reflections of the mathematics undergraduates provided an understanding of the representations of the strategies and that they began to value them when working in the classroom.