Preservice Teachers' Knowledge Development of Word Problem Solving and Microteaching Performance

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Abstract

This study examined the relationship between pre-service teacher’s knowledge and their microteaching performance on word problem solving. By running a paired t-test between pre-and post-assessment of 45 preservice teachers, the study found that preservice teachers could substantially develop their knowledge of word problem types and the process of solving word problem overall after a three-week intervention in the mathematics method course. However, their knowledge on solving join + compare problems and part-part-whole + separate problems, were not improved. The correlation analysis revealed that preservice teachers’ knowledge developed in this intervention could not impact their overall performance of microteaching. However, it could positively shape their performance on identifying problems, translating and providing solution strategies for solving word problems in microteaching.

Authors

• Shuang Zhang, Texas Tech University

• Jian Wang, Texas Tech University

• Raymond Flores, Texas Tech University