Download the examination of strategies used by mathematics teacher

THE EXAMINATION OF STRATEGIES USED BY MATHEMATICS
TEACHER CANDIDATES IN SOLVING NON-ROUTINE PROBLEMS
MELIHAN UNLU
1
Elementary Mathematics Education, Aksaray University, Turkey
E-mail: [email protected]
Background- Problem is a situation that requires resolution, and for which the path to the solution is not immediately known
(Posamantier&Krulik, 1998). Problem solving is one of the important factor that affects mathematics learning and can be
defined as trying to find a suitable action to reach a desired point but being unable to reach expected end (Polya, 1962).
Principles and Standards for School Mathematics in the USA (NCTM, 2000) stated that “Solving problems is not only a goal
of learning mathematics but also a major means of doing so” (p. 52). Polya
(1990) focused
on four
problem
solving steps: understanding the problem, planning, applying the plan, and evaluating the solution.
Posamantier&Krulik (1998) classified problem solving strategies as Working Backwards, Finding a Pattern, Adopting a
Different Point of View, Solving a Simpler Analogous Problem, Considering Extreme Cases, Making A Drawing (Visual
Representation), Intelligent Guessing and Testing, Accounting for All Possibilities, Organizing Data, Logical Reasoning.
Many researches focused on problem solving (Silver&Cai, 1996; Yazgan&Bintaş, 2005; Elia, Heuvel-Panhuizen&Kolovou,
2009; Olkun et. al., 2009; Çelebioğlu&Yazgan, 2009; Gür&Hangül, 2015; Aksoy, Bayazit&Kırnap-Dönmez, 2015). In light
of this researches it was seen that studies related to problem solving strategies generally examine investigated the strategies
generally used by teachers and students in problem solving process. However when the literature is examined, there
has been limited researches which directly questioned to examine strategies used by mathematics teacher
candidates in solving non-routine problems. This research will determine whether mathematics teacher candidates were
aware of the strategies they used in problem solving. For this purpose the aim of the study was to examine mathematics
teacher candidates’ strategies used in solving non-routine problems.
Keywords- Mathematics teacher candidates, problem solving strategies, non-routine problems.
solutions classified “solving using true strategy” and
“solving using wrong strategy”. After that “solving
using true strategy” were categorized “indicated true
strategy” and “indicated wrong strategy”.
I. METHODS
Descriptive survey method was used for examining
strategies mathematics teachers’ used by mathematics
teacher candidates in solving non-routine problems.
The research was carried out with 104 mathematics
teacher candidates studying at a state university in
Turkey. Data were collected through Problem Solving
Test which was consisted 10 non-routine problems.
Each problem is associated with a different strategy.
Problems were adopted from “Problem Solving
Strategies” book (Posamantier& Krulik, 1998). In
Problem Solving Test mathematics teacher candidates
were asked to solve problems using appropriate
problem solving strategies and to indicate the
strategies they use in problem solving process.
Descriptive statistics were used to determine
mathematics teacher candidates solution and
strategies in problem solving. Solutions of problems
were rated and categorized based on content analysis.
Problem solving process were analyzed by two
researchers independently from each other. Then
ratings were compared. When there were a
discrepancy between classification, raters discussed
and reached to a consensus. First solutions were
classified true or wrong. Second true and wrong
II. RESULTS
The research of this study indicated that mathematics
teacher candidates have adequate problem solving
skills. Some of teacher candidates can not solve
problems correctly because they use the wrong
strategy. In other words mathematics teacher
candidates have limited abilities at the stage of
“understanding of a problem” and “planning”. It
was a due of they could not understand what the
problem says and they could not choose an
appropriate strategy for solving problem.
Some of teacher candidates used right strategies in
solving problems, even though they could not reach
the right answer. It was an evidence that teacher
candidates have lack of knowledge about “applying
plan”.
On the other hand some of teacher candidates could
solve problems correctly but they could not indicate
true strategy.

Proceedings of ISER 42nd International Conference, Zurich, Switzerland, 22nd -23rd November 2016, ISBN: 978-93-86083-34-0
18