Middle school pre-service mathematics teachers' guidance for sixth grade students in problem solving process

Abstract

The mathematics of the middle school has an important place in developing of algebraic thinking. Middle grades correspond to transition from arithmetic to algebra. According to Thompson and Smith (2007), quantitative reasoning provides a smooth transition from arithmetic reasoning to algebraic reasoning as a glue. Sixth grade and verbal problems are important in developing quantitative reasoning. On the other hand, As Harel ( 2008) emphasized, the important thing in problem solving is the ways of thinking rather than answering the problems correctly in school mathematics. Therefore, developing thinking ways of students is one of the responsibilities of mathematics teachers. This responsibility can get more difficult for pre-algebra students like sixth grade students. In this study, it was aimed to investigate pre-service middle school mathematics teachers' guidance for sixth grade students in problem solving process. This is a qualitatively designed study in which the data was collected through 10 pre-services teachers' clinical interviews with sixth grade middle school students. Data was analysed qualitatively by using content analysis technique. It was found that pre-service middle school mathematics teachers focused on students' getting the result rather than guiding their thinking ways. The abstract should be typed here (maximum 250 words).