Analysis of Prospective Classroom Teachers’ Teaching of Mathematical Modeling and Problem Solving
Özlem Doğan-Temur *
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ERRATUM: The initially published version of this paper erroneously contained the title that was given before revisions as follows: Analysis of Primary School Student Teachers’ Applications of Solving and Modeling in Mathematics Questions

Abstract

This qualitative research is based on mathematical problem solving and modeling. In this study I analyzed 39 junior year prospective classroom teachers’ experiences while they were enrolled in the “Teaching Experience” course and visiting public primary schools. More specifically, I examined teaching mathematical problem solving and modeling by content analysis of the qualitative data. The participants were given a six-hours training about problem solving and modeling prior to data collection. The findings were as follows: prospective teachers i) became more familiar with the nature of problem solving after the teaching practice; ii) they had difficulties in choosing problems and in teaching due to insufficient experience; iii) they had difficulties in finding non-routine problem situations; iv) they formed sympathy for mathematics teaching through problem solving approach by using modeling; v) the pupils at the host schools were willing to engage in such activities, and they used positive expressions about their learning experiences.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2012.822a

EURASIA J Math Sci Tech Ed, 2012 - Volume 8 Issue 2, pp. 83-93

Publication date: 12 May 2012

Article Views: 1098

Article Downloads: 696

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