Abc Problem In Elementary Mathematics Education: Arithmetic Before Comprehension

Keywords

Content analysis; Elementary education; Mathematical proficiencies; Mathematics education; Mathematics teaching practices (MTPs); Mixed methods research; Problem solving; Prospective teachers; Standards for mathematical practice (SMPs)

Abstract

Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a Southeastern State University over multiple semesters (six semesters, seven classes). PSTs’ solution methods for one intentionally misleading mathematics problem were analyzed using a convergent parallel mixed methods content analysis. Two-thirds of PSTs misunderstood the problem scenario and directly translated numbers from the problem text. PSTs who answered correctly used a problem model strategy to comprehend the scenario and were more likely to use multiple models, draw a diagram, and draw a diagram before using another model. However, a large number of PSTs who answered incorrectly also used multiple models and drew diagrams. Self-correction was not common (8 of 121), because their equations did not provide feedback or support comprehension. Three kinds of imprecision also affected problem comprehension and were evident in both correct and incorrect solutions. Intentionally misleading problems helped PSTs see consequences of their mathematical habits and highlighted the importance of sense making and precision when creating problem models.

Publication Date

4-1-2018

Publication Title

Journal of Mathematics Teacher Education

Volume

21

Issue

2

Number of Pages

99-122

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1007/s10857-016-9350-2

Socpus ID

84970046727 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84970046727

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