Primary School Teacher Trainees Skills and Opinions on Solving Non-Routine Mathematical Problems
Murat Altun,Dilek Sezgin Memnun,Yeliz Yazgan.
Abstract
This study investigated the effects of a course on problem-solving strategies in terms of the students success in problem-solving and their judgment on those strategies. This study, carried out on 120 teacher trainees, took place over a period of 5 weeks followed by pre-, post- and retention tests in an attempt to determine the trainees level of strategy-learning and problem-solving success. The course was effective in teaching all the strategies except for equation writing and reasoning and led to an increase in problem-solving success. It has been concluded that success in problem-solving can be explicated by three factors. The following sequential order of strategies, namely working backwards, simplifying problems, systematic list-making, reasoning and making diagrams were indicators of problem-solving success of the teacher trainees. All the students unanimously made clear that the strategy-teaching course used in this study should definitely be integrated into their existing curriculum.
Key words: Problem-solving, teaching of problem-solving, problem-solving strategies, non-routine problems.
The articles in Bibliomed are open access articles licensed under Creative Commons Attribution 4.0 International License (CC BY), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
We use cookies and other tracking technologies to work properly, to analyze our website traffic, and to understand where our visitors are coming from. More InfoGot It!
