Abstract
Problem solving in schools begins with mathematics teachers. The degree to which mathematics teachers are prepared to teach for, about and through problem solving influences on their implementation of problem solving in school. We conducted a small scale study where we examined the effect of implementation of heuristic strategies and Polya’s steps in mathematics method course. We assessed pre-service teachers’ knowledge and attitudes about them as problem solvers before and after the course. Moreover we assessed their beliefs of problem solving in school mathematics. Those beliefs were assessed in two occasions: right after the course and after finished teaching practice. Although students’ knowledge on problem solving was improved, the results of students’ beliefs show that it is important that pre-service teachers, and consequently in-service teachers, are constantly reminded on the positive effect of constructivist and inquiry-based approach on teaching mathematics.
Highlights
Research on mathematical problem solving has a long history dealing with the fundamental question regarding the teaching and learning of it
We examined pre-service teachers’ beliefs on problem solving in school mathematics and their attitudes about themselves as problem solvers as well as their knowledge on problem solving after the course and after teaching practice in teacher preparation program
If we look at the results obtained before problem solving part of the course, we can see that students expressed mainly positive attitudes toward problem solving, feeling confident in problem solving (Item 1) and experiencing pleasure when solving problems (Item 2)
Summary
Research on mathematical problem solving has a long history dealing with the fundamental question regarding the teaching and learning of it. The research on problem solving reached its peak two decades ago. Problem solving still remains as important area, especially in countries. Mathematics curriculum in Croatia is in the process of transition from traditional curriculum (Glasnović Gracin, 2011), where emphasis is placed on algorithms and the view of mathematics as a tool, to the reformed curriculum where mathematics is conceived as the medium of communication (MZOS, 2010). New curricular document emphasizes a role of problem solving in school mathematics in all educational cycles as one of several important mathematical processes, describing that “doing mathematics” means being actively involved in a wide variety of physical and mental actions
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