Literaturnachweis - Detailanzeige
| Autor/in | Arabeyyat, Talal Hashem |
|---|---|
| Titel | A Comparative Study Examining Preservice Teachers' Beliefs on Mathematical Problem Solving and Their Performances in Solving Real-Life Mathematical Problems in Jordan and the United States |
| Quelle | (2017), (135 Seiten)
PDF als Volltext Ph.D. Dissertation, State University of New York at Buffalo |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-3553-0950-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Comparative Analysis; Preservice Teachers; Beliefs; Mathematics Instruction; Problem Solving; Foreign Countries; Teacher Characteristics; Pedagogical Content Knowledge; Undergraduate Students; Questionnaires; Correlation; Mixed Methods Research; Student Attitudes; Multivariate Analysis; Jordan; United States |
| Abstract | There is no doubt that teachers' knowledge and beliefs play a significant role in shaping how students learn mathematics. Nevertheless, research regarding the knowledge and beliefs of preservice teachers, including the cultural dimension, is very limited (Xenofontos & Andrews, 2012). The purpose of this study is to investigate the similarities and differences of preservice teachers' beliefs about mathematical problem solving and their mathematical problem-solving performance, choice of abstract solving methods, and the reality of an answer in Jordan and the U.S. This study also investigates teachers' pedagogical knowledge related to how they interpret and attempt to respond to a student's incorrect solution. Participants in this study include 138 undergraduate students taken mathematics education courses at their last year of study in both countries. Data were collected using two questionnaires: The "Mathematical Problem-Solving Beliefs Scale" developed by Kloosterman and Stage (1992) and the "Real-Life Mathematics Test" adapted from Verschaffel, De Corte, and Borghart (1997). Quantitative analysis methods were used to explore preservice teachers' beliefs about mathematical problem solving and their problem-solving performances. Including the independent samples t-test, factorial MANOVA, and Pearson correlation analysis. Additionally, in order to explore preservice teachers' pedagogical knowledge, qualitative methods were used to analyze preservice teachers' written responses on three questions. Results revealed that preservice teachers in Jordan and the U.S. had similar constructivist beliefs on mathematical problem solving. However, in the U.S., preservice teachers demonstrated better problem-solving performance, higher sense of reality in their answers, and more concept-based responses to the student's incorrect solution. This comparative study provides many implications for teacher educators and future researchers in Jordan and the U.S. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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