Download full text
Download full text
ERIC Number: EJ1126699
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Problem Solving: How Do In-Service Secondary School Teachers of Mathematics Make Sense of a Non-Routine Problem Context?
Mwei, Philip K.
International Journal of Research in Education and Science, v3 n1 p31-41 Win 2017
The concept of mathematical problem solving is an important mathematical process in mathematics curricula of education systems worldwide. These math curricula demand that learners are exposed to authentic problems that foster successful problem solving. To attain this very important goal, there must be mathematics teachers well versed in content and the pedagogy of problem solving. This study investigated problem solving process of in-service secondary school teachers in a non-routine problem context. Teachers? written responses were examined based on Polya?s problem solving theory to elucidate their disposition in relation to the problem context. Findings suggest that the in-service teachers exhibit (1) greater lack of understanding of the non-routine problem, (2) insufficient capacity to select appropriate heuristic strategies, and (3) total failure to reach the final "look back" stage. This study recommends in-depth examination of the role of keywords, prior knowledge and experience in mathematical problems, and the importance of written testimonies in metacognition.
Descriptors: Problem Solving, Mathematics Teachers, Secondary School Teachers, Secondary School Mathematics, Mathematics Instruction, Pedagogical Content Knowledge, Knowledge Level, Mathematics Curriculum, Heuristics, Failure, Information Retrieval, Prior Learning, Metacognition, Mathematics Skills, Comprehension, Mathematics Tests, Thinking Skills
International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: firstname.lastname@example.org; Web site: http://www.ijres.net
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A