A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-service Primary School Teachers’ Performance

Abstract

Citation: Kılıç, Ç. (2017). A new problem-posing approach based on problem-solving strategy: Analyzing pre-service primary school teachers' performance. AbstractThis study examined pre-service primary school teachers' performance in posing problems that require knowledge of problem-solving strategies. Quantitative and qualitative methods were combined. The 120 participants were asked to pose a problem that could be solved by using the find-a-pattern a particular problem-solving strategy. After that, task-based interviews were conducted with 5 of the 120 participants who had answered in different ways. The data obtained were analyzed using semantic, descriptive, and content analysis methods. It was determined that 55% of the participants could pose a word problem that can

Examination of Mathematics Teacher Candidates’ Strategies Used in Solving Non-Routine Problems

“…She solved problem as "Hasan works one day and then has three days off before he works again and Ahmet works one day and then has four days off before he works again. According to this Hasan works on 1,4,7,10,13,16,19,22,25,28 March and Ahmet works on 1,5,9,14,19,24,29 March. She found that they work together on 19 March.…”

Improving mathematical learning in Scotland's Curriculum for Excellence through problem posing: an integrative review

“…Six papers addressed problems out-with the mathematical content that might impact on the problem-posing process, such issues being prevalent for both ITE students and school pupils. For example, lack of understanding of what a word problem is (Kopparla & Capraro, 2018;Ozdemir & Sahal, 2018) the inability to pose contextualised or sensible problems (Ticha & Hospesova, 2013;Kılıç, 2017), grammatical structure difficulties (Ellerton, 2013) and identifying the salient information in posing a problem (English, 1997b). Kopparla and Capraro (2018) conducted an in-depth case study of the problem-posing development of one primary pupil during an intervention.…”

“…This requires the students to be able to identify suitable surface-level (or contextual) information in which to embed the mathematical structure. For example, Kılıç (2017) asked participants to pose a word problem that could be solved using the find-a-pattern problem-solving strategy. One participant who could not complete the task reported: 'In fact, I know the pattern-based problem-solving process and how to pose a problem.…”

“…The importance of group work and reflection. The importance of group work and reflection was illustrated in nine papers covering both ITE students (Lavy & Bershadsky, 2003;Lavy & Shriki, 2010;Ticha & Hospesova, 2013;Grundmeier, 2015;Kılıç, 2017) and pupils (English, 1997b;Kopparla & Capraro, 2018;Ozdemir & Sahal, 2018). This was evident through different processes.…”

“…However, specific issues with the implementation of problem solving to the curriculum were highlighted in seven studies, providing evidence that the type or structure of problem-posing activity can influence the extent to which ITE students and pupils were able to engage effectively. The type of problem-posing activity can have differential effects on successful engagement, with problem posing being enhanced for some (Kopparla & Capraro, 2018) but not for others (Kılıç, 2017). For example, Kopparla and Capraro (2018) highlighted the facilitative effect of free problem posing.…”