Preservice Teachers' Conception and Metaphor of Problem Solving and Their Problem-Solving Performance: Challenges and Strategies

• In Event: 70.041 - Innovative Pedagogies in the Teaching of Science and Mathematics

Abstract

The purpose of this study is to examine preservice teachers’ conception and metaphor of problem solving in relation to their mathematics problem solving performance. The analyses of 96 written responses showed some alignments and discrepancies between preservice teachers’ conception of problem solving and their rationale in creating metaphors. This study also found some discrepancies between preservice teachers’ notion of problem solving and their problem solving performance. This study contributes to the current literature on problem solving and the knowledge base of teacher education. In particular this study has implications for teacher educators working to design mathematics education courses for preservice teachers, as well as for researchers interested in better understanding teacher knowledge, beliefs and their strategies.

Authors

• Ji-Won Son, University at Buffalo - SUNY

• Mi Yeon Lee, Arizona State University

• Talal Arabeyyat, University at Buffalo - SUNY