摘要：Problem solving is one of the most important subjects for Mathematics Educators. The subject of this study is problem solving and the non-routine mathematical problem solving competences and opinions on problem solving of mathematics teacher trainees. The study was carried out with 61 mathematics teacher trainees. The study group was given problem solving instruction for 4 hours a week throughout 8 weeks. Pre, post, and retention tests were conducted and participants’ ideas on problem solving were determined. Statistical analysis of the study revealed that the instruction increased the trainees’ success of problem solving at different levels and that simplifying the problem, looking for a pattern, reasoning, writing a diagram, making a systematic list, guessing and checking, and working backwards, respectively were affected the most. In addition to the separation of successful and unsuccessful participants, it was observed that the strategies of reasoning, working backwards, writing a diagram, making a table and simplifying the problem, respectively had a big impact. The analysis also confirmed that 80% of the problem solving success could be explained by the problem solving strategies. Teacher trainees stated that the study widened their perspectives, developed their self confidence, presented them with new ideas on how to study systematically, and, thanks to the study, they also recognized that there might be a mathematical order even in complex events.
关键词：Problem solving ; non-routine problems ; beliefs about problem solving ; teacher training
Loading...
