Analysis of Elementary Preservice Teachers' Identification of Mathematical Problem-Solving Tasks and Anticipated Student Solutions

According to the Association of Mathematics Teacher Educators (AMTE, 2017), teachers should first try to see problems through their students' eyes, anticipate, understand, and analyze students' varied ways of thinking, and respond appropriately. In this study, we engaged preservice teacher...

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Bibliographic Details
Published inThe Mathematics educator Vol. 29; no. 1; pp. 85 - 111
Main Authors Kartal, Ozgul, Morrissey, Susie, Popovic, Gorjana
Format Journal Article
LanguageEnglish
Published Mathematics Education Student Association, University of Georgia 2020
Subjects
Elementary School Teachers
Instructional Design
Intervention
Mathematics Instruction
Methods Courses
Preservice Teacher Education
Preservice Teachers
Problem Solving
Student Attitudes
Task Analysis
Teaching Methods
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Summary:According to the Association of Mathematics Teacher Educators (AMTE, 2017), teachers should first try to see problems through their students' eyes, anticipate, understand, and analyze students' varied ways of thinking, and respond appropriately. In this study, we engaged preservice teachers (PTs) in planning to implement problem-solving tasks; explored how they identified problem-solving tasks; and characterized their anticipated responses to those tasks. PTs' competencies and deficiencies in selecting problem-solving tasks and anticipating solutions were described. The results inform the design of more effective interventions in math methods courses to help PTs to plan for implementation of problem-solving in their future teaching.
ISSN:1062-9017