Prospective primary teachers’ initial mathematical problem-solving knowledge

• Juan Luis Piñeiro ^[1] ; Olive Chapman ^[2] ; Elena Castro-Rodríguez ^[3] ; Enrique Castro ^[3]
  1. [1] Universidad Metropolitana de Ciencias de la Educación

     Universidad Metropolitana de Ciencias de la Educación

     Santiago, Chile

     
  2. [2] University of Calgary

     University of Calgary

     Canadá

     
  3. [3] Universidad de Granada

     Universidad de Granada

     Granada, España

     

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• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 55, Nº. 8, 2024, págs. 1914-1937
• Idioma: inglés
• DOI: 10.1080/0020739X.2022.2107958
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• Resumen

  • Mathematics teacher candidates enter teacher education with knowledge that could support or limit their learning. It is therefore important to gain insights of this knowledge to inform teacher education. This paper offers such insights for prospective mathematics teachers’ initial knowledge of problem solving (PS) for teaching at the beginning of their teacher education programme. It reports on a study that investigated three categories of problem-solving knowledge for teaching: problem characterization, the PS process, and PS disposition. Participants were 109 prospective primary teachers at a university in Spain. Data sources were questionnaires designed for the study to explore the initial knowledge held by the participants for three categories of problem-solving knowledge. Findings indicated that the participants’ knowledge was stronger regarding the PS process and disposition than for problem characterization but had limitations that needed to be addressed in their teacher preparation programme.