Problem, problem-posing, and -solving: Perspectives and cases
DOI:
https://doi.org/10.14689/enad.42.2099Keywords:
Problem, problem-posing, problem-solving, perspectives, casesAbstract
The first aim of this study was to investigate perceptions about the concept of ‘a problem’. The second aim was to then investigate posed and solved problems. This was a qualitative study conducted with 46 pre-service middle school mathematics teachers who studied in Turkiye. The ‘Problem, Problem-Posing and -Solving Form’ was a data collection instrument designed for this study. The data related to the concept of ‘a problem’ were evaluated by content analysis. The posed problems were analyzed by using an evaluation path. A rubric was used to evaluate the solved problems. The results showed that the concept of ‘a problem’ was perceived as a question that the individual does not like the moment s/he encounters it, requires analysis and reasoning, and needs to be solved. The posed problems were mathematical and solvable. Problems related to data processing and probability learning domains were not posed. Problems of easy and medium difficulty were generally posed at the fifth-class level. Nearly all (93%) of problems were routine. Consequently, the pre-service teachers posed routine mathematical problems that could be solved. Likewise, there were deficiencies in these problems, such as the use of mathematical terminology and the inability to create problem texts. In problem-solving, more than half of the pre-service teachers did not focus on understanding the problem, no strategy was chosen in any problem-solving, and only a partial logical evaluation of a problem was made. In summary, result-oriented solutions were widely evident without considering the problem-solving stages.
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