scholarly journals Defining mathematical problems and problem solving: prospective primary teachers’ beliefs in Cyprus and England

2013 ◽  
Vol 26 (2) ◽  
pp. 279-299 ◽  
Author(s):  
Constantinos Xenofontos ◽  
Paul Andrews
Keyword(s):  
Problem Solving ◽  
Primary Teachers ◽  
Teachers Beliefs ◽  
Mathematical Problems ◽  
Prospective Primary Teachers

scholarly journals Examining Mathematical Problem-Solving Beliefs among Rwandan Secondary School Teachers

2021 ◽  
Vol 20 (7) ◽  
pp. 227-240
Author(s):  
Aline Dorimana ◽  
Alphonse Uworwabayeho ◽  
Gabriel Nizeyimana
Keyword(s):  
Problem Solving ◽  
Secondary School Teachers ◽  
Mathematics Classroom ◽  
Mathematical Problem ◽  
Real Life ◽  
Mathematical Problem Solving ◽  
Teachers Beliefs ◽  
Mathematical Problems ◽  
Teacher Professional

This study explored teachers' beliefs about mathematical problem-solving. It involved 36 identified teachers of Kayonza District in Rwanda via an explanatory mixed-method approach. The findings indicate that most teachers show a positive attitude towards advancing problem-solving in the mathematics classroom. However, they expose different views on its implementation. Role of problem-solving, Mathematical problems, and Problem-solving in Mathematics were identified as main themes. Problem-solving was highlighted as an approach that helps teachers use time adequately and helps students develop critical thinking and reasoning that enable them to face challenges in real life. The study recommends teacher professional development initiatives with their capacity to bring problem-solving to standard.

scholarly journals Prospective teachers’ metacognitive awareness levels of reading strategies

2018 ◽  
Vol 13 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Mehmet Aşıkcan ◽  
Ahmet Saban
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Reading Strategies ◽  
Primary Teachers ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Problem Solving Strategies ◽  
Turkish Language ◽  
Prospective Primary Teachers ◽  
Reading Book

AbstractThe main purpose of this study is to determine prospective teachers’ metacognitive awareness levels of reading strategies. A quantitative surve method was used. Participants consisted of 150 prospective primary teachers and 150 prospective Turkish language teachers from Necmettin Erbakan University in Turkey. The data were collected through Metacognitive Awareness of Reading Strategies Inventory during the spring semester of the 2014–2015 academic year. Results show that prospective teachers’ global reading and problem solving strategies levels are high while their support reading strategies level is medium. Female participants’ metacognitive awareness level was found to be higher compared to males. Prospective Turkish language teachers’ problem solving strategies level is higher than that of prospective primary teachers. Prospective primary teachers preferred historical and psychological books more while prospective Turkish Language teachers favoured all types of books equally. The metacognitive awareness levels of participants reading book everyday and sometimes are significantly higher than those of reading book never.Keywords: Metacognitive awareness, reading strategies, prospective teachers.*

scholarly journals STUDENT – FUTURE TEACHERSʼ ATTITUDE ON THE DEVELOPMENT OF MATHEMATICAL LITERACY IN PRIMARY EDUCATION

2020 ◽  
Author(s):  
Mariana Zeljić ◽  
◽  
Milana Dabić Boričić ◽  
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Conceptual Understanding ◽  
Structured Interview ◽  
Logical Thinking ◽  
Mathematical Language ◽  
Mathematical Literacy ◽  
Teachers Beliefs ◽  
Mathematical Problems ◽  
Teacher Education Faculty

Although many studies investigate mathematical literacy, there is no consensus on the meaning of the term. The aim of this study is to investigate the concept of mathematical literacy of future teachers. The data are collected by semi-structured interview with thirteen Teacher Education Faculty students. The concept of mathematical literacy can be placed in four categories: 1) the knowledge and ability to communicate in mathematical language; 2) the conceptual understanding of concepts, contents and procedures; 3) the application of mathematics in everyday life; 4) the use of mathematical-logical thinking and problem solving. All interviewed students highlighted the students’ ability to formulate, represent and solve mathematical problems as well as the precise and correct use of symbolical mathematical language as a very important competence for mathematical literacy, while almost half of the interviewed excluded the students’ ability to see mathematics as a useful subject as an important competence. The teachers’ beliefs and knowledge significantly impact students’ development of mathematical literacy. Hence it is important to provide the conditions in which the teachers will be able to understand the concept and develop a richer conception of mathematical literacy.

scholarly journals Prospective teachers’ metacognitive awareness levels of reading strategies

2018 ◽  
Vol 13 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Mehmet Aşıkcan ◽  
Ahmet Saban
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Reading Strategies ◽  
Primary Teachers ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Problem Solving Strategies ◽  
Turkish Language ◽  
Prospective Primary Teachers ◽  
Reading Book

The main purpose of this study is to determine prospective teachers’ metacognitive awareness levels of reading strategies. A quantitative surve method was used. Participants consisted of 150 prospective primary teachers and 150 prospective Turkish language teachers from Necmettin Erbakan University in Turkey. The data were collected through Metacognitive Awareness of Reading Strategies Inventory during the spring semester of the 2014–2015 academic year. Results show that prospective teachers’ global reading and problem solving strategies levels are high while their support reading strategies level is medium. Female participants’ metacognitive awareness level was found to be higher compared to males. Prospective Turkish language teachers’ problem solving strategies level is higher than that of prospective primary teachers. Prospective primary teachers preferred historical and psychological books more while prospective Turkish Language teachers favoured all types of books equally. The metacognitive awareness levels of participants reading book everyday and sometimes are significantly higher than those of reading book never.   Keywords: Metacognitive awareness, reading strategies, prospective teachers.  

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

scholarly journals Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

2016 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
Problem Solving ◽  
Procedural Knowledge ◽  
Mental Image ◽  
Research Subjects ◽  
Maximum Score ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Thinking Process ◽  
Problem Solvers ◽  
Holistic Rubric

Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject’s solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their mindsto construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.

Problem solving with the Sneetches

2016 ◽  
Vol 23 (5) ◽  
pp. 282-283
Author(s):  
James Russo ◽  
Toby Russo
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Mathematical Concepts ◽  
Mathematical Problems

Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. In this issue, teachers read the classic Dr. Seuss book The Sneetches and other stories with their class and get students to engage with these associated mathematical problems. The problems, many of which are open-ended or contain multiple solutions or solution pathways, cover a range of mathematical concepts.

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