id: 06643696
dt: a
an: 2016f.00723
au: Denny, Helen
ti: Research into teaching problem solving to primary teacher trainees using
Schoenfeld’s (1985) timeline.
so: Adams, G. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day
conference, University of Reading, UK, November 7, 2015. London:
British Society for Research into Learning Mathematics (BSRLM). 25-30
(2016).
py: 2016
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: D59
ut: preservice teacher education; problem solving; educational research; case
studies; teacher observations; teacher trainees; Schoenfeld timeline;
reading; analysing; exploration; planning; implementation;
verification; teacher intervention; group work; collaborative work;
cooperation
ci: ME 1986a.01069
li: http://www.bsrlm.org.uk/IPs/ip35-3/BSRLM-IP-35-3-05.pdf
ab: Summary: Problem solving is at the forefront of Mathematics Education. PISA
results show that pupils in Wales have poor problem solving skills.
Problem solving skills need to be taught in schools. Teachers and
teacher trainees need to be able to solve problems themselves in order
to teach problem solving. This small case study focussed on how problem
solving can be taught to undergraduate teacher trainees and what impact
it had on their own problem solving. A problem solving course was
designed and evaluated. Problem solving skills were analysed, by pre
and post investigations, using {\it A. H. Schoenfeld}’s [Mathematical
problem solving. Orlando, FL: Academic Press (1985; ME 1986a.01069)]
timeline. Problem solving can be taught subject to certain factors e.g.
knowledge of heuristics, subject knowledge. The teacher trainees’
problem solving skills changed from a novice like approach to an expert
like approach with respect to Schoenfeld’s [loc. cit.] timelines.
This was useful in small group situations depending on whether the
students worked co-operatively or collaboratively.
rv: