Examining Problem-Solving and Problem-Posing Skills of Pre-Service Mathematics Teachers: A Qualitative Study

Autor/inn/en	Özdemir, Furkan; Çelik, Halil Coskun
Titel	Examining Problem-Solving and Problem-Posing Skills of Pre-Service Mathematics Teachers: A Qualitative Study
Quelle	In: Education Quarterly Reviews, 4 (2021) 4, S.428-444 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Özdemir, Furkan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Problem Solving; Preservice Teachers; Mathematics Teachers; Elementary School Mathematics; Foreign Countries; Teaching Skills; Teacher Competencies; Mathematics Skills; Comprehension; Planning; Word Problems (Mathematics); Turkey + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Ausland; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Verstehen; Verständnis; Ablaufplanung; Planungsprozess; Textaufgabe; Türkei
Abstract	The aim of this study is to examine the problem-solving processes and problem-posing skills of pre-service mathematics teachers, which consists of four stages (understanding the problem, preparing a plan for the solution, applying the plan, evaluating) defined by Polya (1997) with the progressive scoring scale based on the alternative assessment approach. Qualitative research approach has been adopted in the study. Participants of the study consist of 71 pre-service teachers studying at the department of primary education mathematics teaching at the education faculty of a state university in the Southeastern Anatolia region of Turkey. Since the problem solving and problem posing behaviors of the participants were examined separately in the study, the gradual scoring scale developed by Baki (2008) was used. As a result of the analysis, it was determined that the participants showed the highest performance in the category of understanding the problem, and the lowest performance in the category of evaluation and problem posing. It was determined that participants who failed in the problem posing phase either wrote the same problem or could not write a problem. Another result reached in the study is that the participants had difficulties in expressing the operations in mathematical language. (As Provided).
Anmerkungen	Asian Institute of Research. 5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, South Sulawesi, 90234, Indonesia. Tel: +62-411-366-2280; Fax: +62-411-366-2101; e-mail: editorial@asianinstituteofresearch.org; Web site: https://www.asianinstituteofresearch.org/eqr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01