Examining Prospective Primary School Mathematics Teachers’ Algebraic Habits of Mind in the Context of Problem Solving

Year 2018, Volume: 2 Issue: 4, 64 - 80, 13.09.2018

Emine Nur Ünveren Bilgiç , Ziya Argün

https://doi.org/10.31458/iejes.426052

Cited By: 5

Abstract

The
aim of this research is to examine the algebraic mind habits in the context of
problem solving of elementary mathematics teacher candidates within the
pedagogical field. The study which was dominated by qualitative paradigm was done
in the pattern of case study. With this aim, data were gathered from 30
prospective teachers via “Algebraic Habits of Mind Worksheet” and interviews.
The data were analyzed in the light of the components of theoretical title of
algebraic habits of mind and according to the stages of descriptive analysis. The
teacher candidates made solutions based on memorizations without writing what
is given and wanted; however they clearly wrote what is given and wanted in the
last two problems. While this seems to be a form of rules that represent direct
functions in the questions seen as exercises; it causes them to use the
thinking / reverse thinking step more actively when they are perceived as
problems. At the interviews, it
is seen that the fourth grade prospective teachers are more detailed about the
construction on their stunets’ knowledge 
than the first grade prospective students and that the first grade only
focuses on solving.

Keywords

algebraic habits, mathematics education, problem solving, teacher education

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