Mathematical knowledge for teaching problem solving: pre-service mathematics teachers' beliefs about problem-solving

Overview & Synopsis

Problem-solving plays a prominent role in mathematics curricula internationally but the effective teaching of mathematical problem-solving requires the teacher to have a diverse range of capacities. Given that much research has shown that teachers have a highly influential position in students' problem-solving skills, it is crucial to investigate and develop the capacities of pre-service mathematics teachers to teach problem-solving. This study was conducted in an Irish university and focuses on a module which aimed to develop pre-service post-primary mathematics teachers' capacities for teaching problem-solving. This study will report on the affective factors of the preservice teachers (n=151) as they relate to mathematical problem-solving. The instruments involved a combination of qualitative and quantitative measures; the existing Indiana Mathematical Belief Scale (IMB), and open-ended questionnaires completed while attempting mathematical problems.