
06004021
j
2012b.00151
Capraro, Mary Margaret
An, Song A.
Ma, Tingting
RangelChavez, A.Fabiola
Harbaugh, Adam
An investigation of preservice teachers' use of guess and check in solving a semi openended mathematics problem.
J. Math. Behav. 31, No. 1, 105116 (2012).
2012
Elsevier, New York, NY
EN
B50
D59
problemsolving strategies
preservice teacher education
interviews
teacher educators
problem solving
openended problems
doi:10.1016/j.jmathb.2011.10.002
Summary: Openended problems have been regarded as powerful tools for teaching mathematics. This study examined the problem solving of eight mathematics/science middleschool teachers. A semistructured interview was conducted with (PTs) after completing an openended triangle task with four unique solutions. Of particular emphasis was how the PTs used a specific heuristic strategy. The results showed that the primary strategy PTs employed in attempting to solve the triangle problem task was guess and check; however, from the PTs' reflections, we found there existed misapplications of guess and check as a systematic problemsolving strategy. In order to prepare prospective teachers to effectively teach, teacher educators should pay more attention to the mathematical proficiency of PTs, particularly their abilities to systematically and efficiently use guess and check while solving problems and explain their solutions and reasoning to middleschool students.