The Problem-Solving Approach in the Teaching of Number Theory

Autor/inn/en	Toh, Pee Choon; Leong, Yew Hoong; Toh, Tin Lam; Dindyal, Jaguthsing; Quek, Khiok Seng; Tay, Eng Guan; Ho, Foo Him
Titel	The Problem-Solving Approach in the Teaching of Number Theory
Quelle	In: International Journal of Mathematical Education in Science and Technology, 45 (2014) 2, S.241-255 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2013.822580
Schlagwörter	Problem Solving; Number Concepts; Numbers; Teaching Methods; Mathematics Instruction; Preservice Teacher Education; Scaffolding (Teaching Technique); Worksheets; Mathematical Logic; Program Descriptions; Student Teacher Attitudes; Scientific Attitudes; Learning Processes; Mathematical Formulas; Educational Strategies; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Problemlösen; Number concept; Zahlbegriff; Zahlenraum; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Mathematical logics; Mathematische Logik; Learning process; Lernprozess; Mathematische Formel; Lehrstrategie; Ausland; Singapur
Abstract	Mathematical problem solving is the mainstay of the mathematics curriculum for Singapore schools. In the preparation of prospective mathematics teachers, the authors, who are mathematics teacher educators, deem it important that pre-service mathematics teachers experience non-routine problem solving and acquire an attitude that predisposes them to adopt a Pólya-style approach in learning mathematics. The Practical Worksheet is an instructional scaffold we adopted to help our pre-service mathematics teachers develop problem-solving dispositions alongside the learning of the subject matter. The Worksheet was initially used in a design experiment aimed at teaching problem solving in a secondary school. In this paper, we describe an application and adaptation of the MProSE (Mathematical Problem Solving for Everyone) design experiment to a university level number theory course for pre-service mathematics teachers. The goal of the enterprise was to help the pre-service mathematics teachers develop problem-solving dispositions alongside the learning of the subject matter. Our analysis of the pre-service mathematics teachers' work shows that the MProSE design holds promise for mathematics courses at the tertiary level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10