A Qualitative Study Assessing The Difficulty of Middle School Preservice Teachers Related to Two Problem Solving Processes.

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Fischer, J. (2004). A Qualitative Study Assessing The Difficulty of Middle School Preservice Teachers Related to Two Problem Solving Processes. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 5036-5055). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13106.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Joyce Fischer, Texas State University-San Marcos, United States

Abstract

This paper describes a qualitative study that examined the ability of preservice middle school teachers to solve a problem within each of two types of mathematics processes. The first problem was a formulaic type based on a familiar pattern of substitution and memorization, while the second type of problem involved analytical skills and abilities. Additional information was collected to determine the students' ability to self reflect on the correctness of their work and the degree of difficulty they attributed to each problem. The study presented here extends the conclusions of previous quantitative and qualitative studies by the author and other researchers that affirm the necessity for deep conceptual learning of mathematics in order to achieve successful understanding of mathematics which leads, in turn, to insightful problem solving abilities for students and future teachers.

Keywords

• Middle School Education
• Teachers
• Mathematics

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