“Memorable Diagonals”: Exploratory Problems as Propositions for Doing Mathematics

Fritzlar, Torsten

doi:10.1007/978-3-319-28023-3_10

Cited by 1 publication

(1 citation statement)

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“…The education and professional development of preservice mathematics teachers span diverse backgrounds, each of which legitimizes different perspectives on mathematics teaching ( Ramdhany et al, 2018 ). Learning by experience is of essential importance in everyday life and the academic field ( Fritzlar, 2016 ). Preservice mathematics teachers need to learn in practice and summarize their experiences independently.…”

Section: Discussionmentioning

confidence: 99%

Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China

Jiang

Zhang²,

Jiang³

et al. 2022

Front. Psychol.

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Preservice mathematics teachers’ accurate understanding of mathematical problem solving and its teaching is key to the performance of their professional quality. This study aims to investigate preservice mathematics teachers’ understanding of problem solving and its teaching and compares it with the understanding of in-service mathematics teachers. After surveying 326 in-service mathematics teachers, this study constructs a reliable and valid tool for the cognition of mathematical problem solving and its teaching and conducts a questionnaire survey on 26 preservice mathematics teachers. Survey results reveal that preservice mathematics teachers have a good understanding of mathematical problem solving and its teaching and are more confident in the transfer value of problem solving ability. By contrast, in-service teachers are more optimistic that problem solving requires exploration, continuous thinking, and the participation of metacognition. This article concludes that preservice mathematics teachers should focus more on the initiative and creativity of students and put students at the center of education. In addition, teacher educators should provide more teaching practice opportunities for preservice teachers. The findings also show that in-service teachers’ understanding of problem solving and its teaching is inferior to that of preservice teachers on some indicators, implying the importance of post-service training for in-service teachers.

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Section: Discussionmentioning

confidence: 99%