How Preservice Teachers' Conception of Effective Problem-Solving Instruction Is Related to the Conception of Problem Solving and Problem-Solving Performance

• In Event: Roundtable Session 17
  In Roundtable Session: Novel Instructional Approaches to Develop Preservice Teachers' Pedagogical Practice

Abstract

Despite the importance of teachers’ conception of effective problem-solving instruction, limited attention is given to this area in the current literature. In this study we examined 96 preservice teachers’ (PSTs) views on effective problem-solving instruction and how their conceptions are related and reflected in their views on problem solving and problem solving performance. Analyses of survey responses and problem solving tasks revealed that our PSTs seem to develop narrow views on effective problem-solving instruction. In addition, we found a positive association between PSTs’ conceptions of effective problem-solving instruction and problem solving and between PSTs’ conception on problem solving and their mathematical performance. However, there was no such connection between PSTs’ views on effective problem-solving instruction and their mathematical performance.

Authors

• Ji-Won Son, University at Buffalo - SUNY

• Mi Yeon Lee, Arizona State University