Investigating the Development of Pre-Service Teachers' Problem-Solving Strategies via Problem-Solving Mathematics Classes

Autor/in	Barham, Areej Isam
Titel	Investigating the Development of Pre-Service Teachers' Problem-Solving Strategies via Problem-Solving Mathematics Classes
Quelle	In: European Journal of Educational Research, 9 (2020) 1, S.129-141 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Preservice Teachers; Problem Solving; Mathematics Teachers; Elementary School Teachers; Mathematics Skills; Learning Strategies; Mathematical Logic; Skill Development; Females; Foreign Countries; Word Problems (Mathematics); Qatar + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematical logics; Mathematische Logik; Kompetenzentwicklung; Qualifikationsentwicklung; Weibliches Geschlecht; Ausland; Textaufgabe; Katar
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01