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Mindset and Levels of Conceptual Understanding in the Problem-Solving of Preservice Mathematics Teachers in an Online Learning Environment

Artigo2022

Ma Luisa Mariano-Dolesh; Leila M. Collantes ORCID; Edwin D. Ibañez ORCID; Jupeth Toriano Pentang ORCID

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Resumo

Mindset plays a vital role in tackling the barriers to improving the preservice mathematics teachers’ (PMTs) conceptual understanding of problem-solving. As the COVID-19 pandemic has continued to pose a challenge, online learning has been adopted. This led this study to determining the PMTs’ mindset and level of conceptual understanding in problem-solving in an online learning environment utilising Google Classroom and the Khan Academy. A quantitative research design was employed specifically utilising a descriptive, comparative, and correlational design. Forty-five PMTs were chosen through simple random sampling and willingly took part in this study. The data was gathered using validated and reliable questionnaires and problem-solving tests. The data gathered was analysed using descriptive statistics, analysis of variance, and simple linear regression. The results revealed that the college admission test, specifically numerical proficiency, influences a strong mindset and a higher level of conceptual understanding in problem-solving. Additionally, this study shows that mindset predicts the levels of conceptual understanding in problem-solving in an online environment where PMTs with a growth mindset have the potential to solve math problems. The use of Google Classroom and the Khan Academy to aid online instruction is useful in the preparation of PMTs as future mathematics teachers and problem-solvers. Further studies may be conducted to validate these reports and to address the limitations of this study.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Learning Teaching and Educational Research, v. 21, n. 6, p. 18-33
Editora
Tresorix Ltd
Ano
2022 (2022-06-30)
Idioma
en
Palavras-chave
growth mindset; conceptual understanding; mathematical problem solving; pre-service mathematics teachers; online learning; COVID-19 pandemic; Google Classroom; Khan Academy; mathematics teacher education
Temas
Formação de Professores de Matemática, Resolução de Problemas, Tecnologias Digitais
DOI
10.26803/ijlter.21.6.2
ISSN
1694-2116, 1694-2493
Licença
cc-by-nc-nd
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MARIANO-DOLESH, Ma Luisa et al.. Mindset and Levels of Conceptual Understanding in the Problem-Solving of Preservice Mathematics Teachers in an Online Learning Environment. International Journal of Learning Teaching and Educational Research, v. 21, n. 6, p. 18-33, 2022. DOI: https://doi.org/10.26803/ijlter.21.6.2.

APA

Mariano-Dolesh, M. L., Collantes, L. M., Ibañez, E. D., & Pentang, J. T. (2022). Mindset and Levels of Conceptual Understanding in the Problem-Solving of Preservice Mathematics Teachers in an Online Learning Environment. International Journal of Learning Teaching and Educational Research, 21(6), 18-33. https://doi.org/10.26803/ijlter.21.6.2

BibTeX
@article{marianodolesh2022,
  author = {Mariano-Dolesh, Ma Luisa and Collantes, Leila M. and Ibañez, Edwin D. and Pentang, Jupeth Toriano},
  title = {Mindset and Levels of Conceptual Understanding in the Problem-Solving of Preservice Mathematics Teachers in an Online Learning Environment},
  year = {2022},
  journal = {International Journal of Learning Teaching and Educational Research},
  volume = {21},
  number = {6},
  pages = {18-33},
  publisher = {Tresorix Ltd},
  doi = {10.26803/ijlter.21.6.2},
  language = {en}
}
RIS
TY  - JOUR
AU  - Mariano-Dolesh, Ma Luisa
AU  - Collantes, Leila M.
AU  - Ibañez, Edwin D.
AU  - Pentang, Jupeth Toriano
TI  - Mindset and Levels of Conceptual Understanding in the Problem-Solving of Preservice Mathematics Teachers in an Online Learning Environment
PY  - 2022
JO  - International Journal of Learning Teaching and Educational Research
VL  - 21
IS  - 6
SP  - 18
EP  - 33
DO  - 10.26803/ijlter.21.6.2
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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