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Student Teachers' Conceptualizations of Mathematical Problem Solving and the Nature of Their Warrants

Artigo2022

Zakaria Ndemo; David K. J. Mtetwa

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Resumo

Absence of inquiry about meaning of mathematical objects learners deal with has permeated the school mathematics curriculum. Deep learning through questioning situations can be achieved if learners are helped to embrace the argumentation discourse in their problem-solving efforts. This paper reports a study that investigated linkages between the kinds of mathematical arguments constructed by students and the students' grasp of the concept of problem solving. It aims to analyze the relationship of data obtained from questionnaires with Likert-style scales and textual data from 30 undergraduate students and 5 graduate students of mathematics education. The two data sources were triangulated with reflective interviews guided by students' written responses and their validations on likert items. Descriptive statistics were applied to Likert data and directed content analysis was used to analyze and interpret the qualitative data. The study concluded that students lacked appropriate conceptions of the notion of problem solving and in particular their thinking as reflected in their arguments that contradicted current understandings of the construct. The fragile grasp of the idea of mathematical problem solving uncovered by this study has the potential to inform mathematics instruction.

Dados da obra

Tipo
Artigo
Periódico
Journal of Research and Advances in Mathematics Education
Ano
2022
Idioma
en
Palavras-chave
Student Teachers; Concept Formation; Problem Solving; Mathematics Education; Undergraduate Students; Graduate Students; Student Attitudes; Foreign Countries; Teacher Education Programs; Mathematics Instruction; Mathematical Concepts
Temas
Currículo, Formação de Professores de Matemática, Resolução de Problemas
ISSN
2503-3697
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
NDEMO, Zakaria; MTETWA, David K. J.. Student Teachers' Conceptualizations of Mathematical Problem Solving and the Nature of Their Warrants. Journal of Research and Advances in Mathematics Education, 2022. Disponível em: https://eric.ed.gov/?id=EJ1495464. Acesso em: 5 nov. 2026.

APA

Ndemo, Z., & Mtetwa, D. K. J. (2022). Student Teachers' Conceptualizations of Mathematical Problem Solving and the Nature of Their Warrants. Journal of Research and Advances in Mathematics Education. https://eric.ed.gov/?id=EJ1495464

BibTeX
@article{ndemo2022,
  author = {Ndemo, Zakaria and Mtetwa, David K. J.},
  title = {Student Teachers' Conceptualizations of Mathematical Problem Solving and the Nature of Their Warrants},
  year = {2022},
  journal = {Journal of Research and Advances in Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1495464},
  language = {en}
}
RIS
TY  - JOUR
AU  - Ndemo, Zakaria
AU  - Mtetwa, David K. J.
TI  - Student Teachers' Conceptualizations of Mathematical Problem Solving and the Nature of Their Warrants
PY  - 2022
JO  - Journal of Research and Advances in Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1495464
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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