An Investigation of Secondary Teachers' Understanding and Belief on Mathematical Problem Solving

2015 International Conference on Mathematics, its Applications, and Mathematics Education

数学;教育

Siswono, Tatag Yuli Eko^1 ; Kohar, Ahmad Wachidul^1 ; Kurniasari, Ika^1 ; Astuti, Yuliani Puji^1

Faculty of Mathematics and Natural Science, Surabaya State University, Indonesia^1

关键词: Content knowledge;    Dynamic approaches;    International survey;    Junior high schools;    Mathematical problem solving;    Problem solving tasks;    Teaching practices;    Transformation errors;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/693/1/012015/pdf
DOI  :  10.1088/1742-6596/693/1/012015

学科分类：发展心理学和教育心理学

来源: IOP

【 摘 要 】

Weaknesses on problem solving of Indonesian students as reported by recent international surveys give rise to questions on how Indonesian teachers bring out idea of problem solving in mathematics lesson. An explorative study was undertaken to investigate how secondary teachers who teach mathematics at junior high school level understand and show belief toward mathematical problem solving. Participants were teachers from four cities in East Java province comprising 45 state teachers and 25 private teachers. Data was obtained through questionnaires and written test. The results of this study point out that the teachers understand pedagogical problem solving knowledge well as indicated by high score of observed teachers' responses showing understanding on problem solving as instruction as well as implementation of problem solving in teaching practice. However, they less understand on problem solving content knowledge such as problem solving strategies and meaning of problem itself. Regarding teacher's difficulties, teachers admitted to most frequently fail in (1) determining a precise mathematical model or strategies when carrying out problem solving steps which is supported by data of test result that revealed transformation error as the most frequently observed errors in teachers' work and (2) choosing suitable real situation when designing context-based problem solving task. Meanwhile, analysis of teacher's beliefs on problem solving shows that teachers tend to view both mathematics and how students should learn mathematics as body static perspective, while they tend to believe to apply idea of problem solving as dynamic approach when teaching mathematics.