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Problem-solving in mathematics : a case study of teachers' beliefs and practices
Author
Lim, Meow Hwee
Supervisor
Wright, Susan (Susan Kay)
Green, Nicole
Abstract
This study seeks to explore and examine the beliefs and practices of nine kindergarten teachers in the development of problem-solving skill in kindergarten children during mathematics activities. It is hoped that the identification of these beliefs and practices might provide useful insights into good practices in the development of kindergarten children’s problem- solving as a skill so as to lay a foundation for future mathematical problem-solving.
The research questions for this study are:
1) What are the beliefs of the kindergarten teachers about problem-solving (as a goal, a process or/and a skill) in mathematics?
2) What are their practices that promote the development of problem-solving as a skill during mathematics activities?
3) How consistent are teachers’ beliefs with their practices that promote the development of problem-solving as a skill?
The choice of methodology for this research study is case study. In this study, nine kindergarten teachers’ beliefs and practices to promote the development of problem solving as a skill were gathered through the use of semi-structured interviews with teachers, non-participant observations in classrooms, and the documentation of the kindergarten philosophy, mathematics curriculum objectives and lesson activities. The results of this study have shown that though the teachers differed in their view on the role that problem-solving played in the mathematics curriculum, they agreed that problem-solving is an important skill that children should acquire and teachers should adopt various practices to develop or enhance this skill. Some teachers’ beliefs were consistent with their classroom decisions and concurred with the principal’s beliefs. The results have also shown that there were some common practices adopted among the nine teachers to promote the development of problem-solving as a skill in young children during their mathematics activities.
The research questions for this study are:
1) What are the beliefs of the kindergarten teachers about problem-solving (as a goal, a process or/and a skill) in mathematics?
2) What are their practices that promote the development of problem-solving as a skill during mathematics activities?
3) How consistent are teachers’ beliefs with their practices that promote the development of problem-solving as a skill?
The choice of methodology for this research study is case study. In this study, nine kindergarten teachers’ beliefs and practices to promote the development of problem solving as a skill were gathered through the use of semi-structured interviews with teachers, non-participant observations in classrooms, and the documentation of the kindergarten philosophy, mathematics curriculum objectives and lesson activities. The results of this study have shown that though the teachers differed in their view on the role that problem-solving played in the mathematics curriculum, they agreed that problem-solving is an important skill that children should acquire and teachers should adopt various practices to develop or enhance this skill. Some teachers’ beliefs were consistent with their classroom decisions and concurred with the principal’s beliefs. The results have also shown that there were some common practices adopted among the nine teachers to promote the development of problem-solving as a skill in young children during their mathematics activities.
Date Issued
2009
Call Number
QA63 Lim
Date Submitted
2009