Korean and American Elementary School Teachers' Beliefs about Mathematics Problem Solving

1996 ◽  
Vol 96 (4) ◽  
pp. 208-214 ◽  
Author(s):  
Ron Zambo ◽  
Eunsook Hong
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
School Teachers ◽  
Mathematics Problem Solving ◽  
Beliefs About Mathematics ◽  
Teachers Beliefs ◽  
Mathematics Problem

Preservice-Teacher Interviews: A Tool for Motivating Mathematics Learning

2013 ◽  
Vol 1 (2) ◽  
pp. 137-147 ◽  
Author(s):  
Eva Thanheiser ◽  
Randolph A. Philipp ◽  
Jodi Fasteen ◽  
Krista Strand ◽  
Briana Mills
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Learning ◽  
Motivation To Learn ◽  
School Teachers ◽  
Teacher Interviews ◽  
Mathematics Courses ◽  
University Mathematics ◽  
Beliefs About Mathematics ◽  
Initial Content

Helping prospective elementary school teachers (PSTs) recognize that they have something useful to learn from university mathematics courses remains a constant challenge. We found that an initial content interview with PSTs often led to the PSTs' changing their beliefs about mathematics and about their understanding of mathematics, leading to the recognition that (a) there is something to learn beyond procedures, (b) their own knowledge is limited and they need to know more to be able to teach, and (c) engaging in the mathematical activities in their content courses will lead them to learning important content. Thus, such an interview can set PSTs on a trajectory characterized by greater motivation to learn in their content courses.

scholarly journals Effects Of A Problem-Solving-Based Mathematics Course On Number Sense Of Preservice Teachers

2004 ◽  
Vol 1 (2) ◽  
Author(s):  
Yea-Ling Tsao
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Number Sense ◽  
Control Group ◽  
School Teachers ◽  
Entry Level ◽  
Mathematical Exploration ◽  
Mathematics Course

The purpose of this study was to investigate what level of number sense was possessed by preservice elementary school teachers. The sample was composed of students in six intact entry?level mathematics sections of a course populated by preservice elementary school teachers. One hundred fifty-five participants from these six classes completed data collection tasks during the Spring 2002 semester for the study. These courses are all problem-solving-based. A problem-solving-based mathematics course was designed to utilize manipulatives, problem solving approaches, and the cooperative learning environment. Students actively participate in problem-solving mathematical exploration. Research designs using a control group could not be used for this study, as the problem?solving?based classroom is the required method by the institution to teaching this mathematics class. The six combined classes form “one-group” with pretest/posttest corresponding to the pre-post-surveys. T?tests were used to compare the paired changes in number sense across time.The participating elementary school preservice teachers’ number sense changed between the beginning and the completion of the undergraduate mathematics content course. This change was significant at a = 0.01 for issues.

A Problem Solving Approach to Mathematics for Elementary School Teachers.

1982 ◽  
Vol 89 (1) ◽  
pp. 67
Author(s):  
Donald R. Kerr ◽  
Rick Billstein ◽  
Shlomo Libeskind ◽  
Johnny W. Lott
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
School Teachers

Developing a Problem-Solving Lesson

1989 ◽  
Vol 37 (2) ◽  
pp. 14-19
Author(s):  
Pamala Byrd Cemen
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Lesson Plans ◽  
School Mathematics ◽  
School Teachers ◽  
Evaluation Standards ◽  
Mathematical Abilities ◽  
Cognitive Levels

Problem solving is one of the most important mathematical abilities that teachers can foster in students, as evidenced by its prominent role in NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and An Agenda for Action (1980). Because of the increased availability of calculators and computers, knowledge of which computations are necessary is more important than proficiency in carrying out those computations. As a result, elementary school teachers are being encouraged and entreated to teach problem solving. However, teaching such a topic at higher cognitive levels is far from easy; the key is to be able to ask good questions. Because excellent problem-solving questions are seldom created “on the spot,” teachers will benefit from writing lesson plans that include questions they can ask at crucial moments, keeping in mind they may not need the questions at all.

What's Going On

1980 ◽  
Vol 27 (7) ◽  
pp. 33
Keyword(s):  
New York ◽  
Elementary School ◽  
Elementary Schools ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Long Island ◽  
Information Contact ◽  
School Teachers ◽  
School Year

Students in training for 1986 olympiad? Students from 105 elementary schools in Nassau and Suffolk counties in New York are competing in the Long Island Mathematical Olympiads for elementary schools. Five competitions are scheduled for the 1979- 80 school year. Participating students receive special Olympiad certificates and the five schools with the highest team scores receive trophies. In preparat ion for becoming trainers and sponsors of Olympiad teams, 94 elementary school teachers participated in an 8-session inservice course entitled “The Art of Problem Solving.” The course will be repeated in 1980 and 1981. A copy of contest materials is available at $2. Make checks payable to Treasurer NCAMS. For more information contact George Lenchner, NCAMS Committee on Math Olympiads, Valley Stream Schools, One Kent Road, Valley Stream, NY 11580.

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