Mathematical Problem Solution Paths Of Trainees In A Teacher Training College
This study explores the mental images of problem solving and the mathematical problem solution paths of trainee teachers in a teacher training college. The mathematical problem solution paths of successful and unsuccessful problem solvers are also identified. This research adopts a constructivist...
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| Format: | Thesis |
| Language: | English |
| Published: |
2007
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| Subjects: | |
| Online Access: | http://eprints.usm.my/51137/1/Koay%20Chew%20Yong.pdf |
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| Summary: | This study explores the mental images of problem solving and the mathematical
problem solution paths of trainee teachers in a teacher training college. The
mathematical problem solution paths of successful and unsuccessful problem solvers
are also identified. This research adopts a constructivist perspective that views
learning mathematics as a process of constructing meaningful representation and
knowledge is constructed by the individual himself or herself.
This research employs the open coding techniques and the interpretative
approach. Seventeen trainees majoring in mathematics undertaking the Malaysian
Diploma in Teaching (KDPM) and the Post Graduate in Teaching (KPLI) courses were
selected by purposive sampling. Data were collected by audio and video taping the
trainee teachers while solving six tasks individually using the think-aloud technique,
followed by retrospection and clinical interviews. The analysis involved the trainee
teachers' solution paths and transcripts of the think-aloud problem solving sessions.
The transcripts of the retrospection and clinical interviews provide the basis for
triangulation to ascertain the trainee teachers' mental images of problem solving and
mathematical problem solution paths.
The findings of this study show that the trainee teachers have composite mental
images of problem solving. The most common mental images that emerged are 'as a
process', 'as a goal', and 'as an obstacle'. |
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