The investigation of pre-service mathematic teachers’ reflective thinking skills toward problem solving
Abstract
The purpose of this study is to determine the pre-service elementary math teachers’ reflective thinking to problem solving. Participants of the study are 10 elementary pre-service math teachers at the third year of their four-year mathematics teacher graduate program. Observation technique was carried out to obtain qualitative data on pre-service mathematics teachers’ reflective mathematics teachers’ reflective thinking skills as associated with problem solving. Considering the items included in the observation schedule an activity was prepared and a problem-based learning environment was designed. Each group of processes for the activity was video recorded and reflective thinking occurred to problem solving were identified by monitoring the video records. In conclusion, it was apparent that the pre-service teachers were focused heavily on solving the problem in the shortest way possible during the problem solving process. Also it was observed that they were not able to properly respond to the directions which related questioning, reasoning and evaluating dimensions and their peers’ questions the teacher candidates encountered in the dimensions of questioning, reasoning and evaluating the solution of the problem.
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References
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