The Impact of Beliefs and Background on Mathematical Problem Solving

• In Event: 46.085 - Roundtable Session 15
  In Roundtable Session: 46.085-22 - The Induction Journey: The Outcome of Multiple Paths

Abstract

The problem solving standards of the Common Core (NGACBP & CCSSO, 2010) and the NCTM (2000) are often foreign to teachers who previously experienced algorithm-emphasized instruction. These individuals face an ongoing struggle between implementing what they have learned and resorting to past experiences. A case study was used to identify the influences of academic and personal backgrounds on two novice teachers’ problem solving beliefs and perceptions. Findings indicate that previous experiences shaped many of the participants’ problem solving beliefs and perceptions. The way each perceived the accessibility of the curriculum also greatly influenced their perceived instruction.

Authors

• Courtney Baker, George Mason University

• Margret A. Hjalmarson, National Science Foundation

• Earle Reybold, George Mason University

• Jennifer M. Suh, George Mason University