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The Effect of Problem Solving Course on Pre-Service Teachers’ Beliefs about Problem Solving in School Mathematics and Themselves as Problem Solvers
Ljerka Jukić Matić
; Depatment of Mathematics University of Osijek
Abstract
Problem solving in schools begins with mathematics teachers. The degree to which mathematics teachers are prepared to teach for, about and through problem solving influences on their implementation of problem solving in school. We conducted a small scale study where we examined the effect of implementation of heuristic strategies and Polya’s steps in mathematics method course. We assessed pre-service teachers’ knowledge and attitudes about them as problem solvers before and after the course. Moreover we assessed their beliefs of problem solving in school mathematics. Those beliefs were assessed in two occasions: right after the course and after finished teaching practice. Although students’ knowledge on problem solving was improved, the results of students’ beliefs show that it is important that pre-service teachers, and consequently in-service teachers, are constantly reminded on the positive effect of constructivist and inquiry-based approach on teaching mathematics.
Keywords
pre-service teachers; explicit teaching; problem solving; beliefs and attitudes
Hrčak ID:
200125
URI
Publication date:
26.4.2018.
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