Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China
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Resumo
Preservice mathematics teachers’ accurate understanding of mathematical problem solving and its teaching is key to the performance of their professional quality. This study aims to investigate preservice mathematics teachers’ understanding of problem solving and its teaching and compares it with the understanding of in-service mathematics teachers. After surveying 326 in-service mathematics teachers, this study constructs a reliable and valid tool for the cognition of mathematical problem solving and its teaching and conducts a questionnaire survey on 26 preservice mathematics teachers. Survey results reveal that preservice mathematics teachers have a good understanding of mathematical problem solving and its teaching and are more confident in the transfer value of problem solving ability. By contrast, in-service teachers are more optimistic that problem solving requires exploration, continuous thinking, and the participation of metacognition. This article concludes that preservice mathematics teachers should focus more on the initiative and creativity of students and put students at the center of education. In addition, teacher educators should provide more teaching practice opportunities for preservice teachers. The findings also show that in-service teachers’ understanding of problem solving and its teaching is inferior to that of preservice teachers on some indicators, implying the importance of post-service training for in-service teachers.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Psychology, v. 13, p. 998586
- Editora
- Frontiers Media S.A.
- Ano
- 2022 (2022-11)
- Idioma
- en
- Palavras-chave
- pre-service teacher; perceptions; problem solving; mathematics teaching; in-service teacher; pre-service mathematics teachers; mathematical problem solving; problem-solving instruction; teacher perceptions; in-service mathematics teachers; teacher cognition; metacognition; student-centered learning; teacher professional development; China
- Temas
- Formação de Professores de Matemática, Práticas Pedagógicas, Resolução de Problemas
- DOI
- 10.3389/fpsyg.2022.998586
- ISSN
- 1664-1078
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 27/09/2026 · verificada em 27/09/2026
Como citar
ABNT
JIANG, Peijie et al.. Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China. Frontiers in Psychology, v. 13, p. 998586, 2022. DOI: https://doi.org/10.3389/fpsyg.2022.998586.
APA
Jiang, P., Zhang, Y., Jiang, Y., Xiong, B., & Xiong, B. (2022). Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China. Frontiers in Psychology, 13, 998586. https://doi.org/10.3389/fpsyg.2022.998586
BibTeX
@article{jiang2022,
author = {Jiang, Peijie and Zhang, Yong and Jiang, Yanyun and Xiong, Bin and Xiong, Bin},
title = {Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China},
year = {2022},
journal = {Frontiers in Psychology},
volume = {13},
pages = {998586},
publisher = {Frontiers Media S.A.},
doi = {10.3389/fpsyg.2022.998586},
language = {en}
}RIS
TY - JOUR AU - Jiang, Peijie AU - Zhang, Yong AU - Jiang, Yanyun AU - Xiong, Bin AU - Xiong, Bin TI - Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China PY - 2022 JO - Frontiers in Psychology VL - 13 SP - 998586 DO - 10.3389/fpsyg.2022.998586 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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