
06643696
a
2016f.00723
Denny, Helen
Research into teaching problem solving to primary teacher trainees using Schoenfeld's (1985) timeline.
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). 2530 (2016).
2016
London: British Society for Research into Learning Mathematics (BSRLM)
EN
D59
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
ME 1986a.01069
http://www.bsrlm.org.uk/IPs/ip353/BSRLMIP35305.pdf
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 cooperatively or collaboratively.