Problem Solving: How Do In-Service Secondary School Teachers of Mathematics Make Sense of a Non-Routine Problem Context?

Autor/in	Mwei, Philip K.
Titel	Problem Solving: How Do In-Service Secondary School Teachers of Mathematics Make Sense of a Non-Routine Problem Context?
Quelle	In: International Journal of Research in Education and Science, 3 (2017) 1, S.31-41 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Problem Solving; Mathematics Teachers; Secondary School Teachers; Secondary School Mathematics; Mathematics Instruction; Pedagogical Content Knowledge; Knowledge Level; Mathematics Curriculum; Heuristics; Failure; Information Retrieval; Prior Learning; Metacognition; Mathematics Skills; Comprehension; Mathematics Tests; Thinking Skills + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Wissensbasis; Heuristik; Vorkenntnisse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Verstehen; Verständnis; Denkfähigkeit
Abstract	The concept of mathematical problem solving is an important mathematical process in mathematics curricula of education systems worldwide. These math curricula demand that learners are exposed to authentic problems that foster successful problem solving. To attain this very important goal, there must be mathematics teachers well versed in content and the pedagogy of problem solving. This study investigated problem solving process of in-service secondary school teachers in a non-routine problem context. Teachers? written responses were examined based on Polya?s problem solving theory to elucidate their disposition in relation to the problem context. Findings suggest that the in-service teachers exhibit (1) greater lack of understanding of the non-routine problem, (2) insufficient capacity to select appropriate heuristic strategies, and (3) total failure to reach the final "look back" stage. This study recommends in-depth examination of the role of keywords, prior knowledge and experience in mathematical problems, and the importance of written testimonies in metacognition. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01