Exploring Preservice Early Childhood Education Teachers’ Views Regarding What a Mathematics Problem Is

Author(s):

Deniz Mehmetlioglu(presenting / submitting)Esra Balgalmis Merve Arslan

Conference:

ECER 2015

Network:

Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

ERG SES G 01, Mathematics and Education

Paper Session

Time:

2015-09-08

09:00-10:30

Room:

397. [Main]

Chair:

Fiona Hallett

Contribution

There has been a dramatical increase in interest towards mathematics for the early childhood education (Clements, Sarama, & DiBiase, 2004). Polat-Unutkan (2007) stated that developing the mathematical skills at the beginning of the early childhood is crucial for children. Since teachers have important roles in teaching young children mathematics (Schwartz, 2005), if we want to develop the problem solving capabilities of children, it is essential to prepare their teachers. Most of the teachers have misunderstandings related to definition of problem and they use question, exercise, and problem interchangeably. However, there are differences among them. A preservice program should indicate the definition to students clearly and emphasize that a problem solving is a process (Krulik & Rudnick, 1988). Therefore, this study aims to explore the preservice early childhood education teachers’ views about what a mathematics problem is. Moreover, remedies for inadequacies and misunderstandings will be proposed.

Method

In this study, preservice early childhood education teachers’ views regarding mathematics problem will be explored through an open-ended question. Sample of the study is composed of 41 preservice early childhood education teachers who enrolled in Teaching Mathematics in Early Childhood course. They were asked to write what a mathematics problem is. Participants’ responses will be compared and contrasted with the various definitions of mathematics problem from the related literature. Doing so, we will see the inadequacies of preservice early childhood education teachers’ understanding related to problem.

Expected Outcomes

Outcomes of the study show that while some definitions of preservice early childhood education teachers showed parallelism with the research conducted (e.g. Blum & Niss, 1991; Mayer, 2003; Polya, 1980; Schoenfeld, 1983), others did not. Moreover, the current study reveals many aspects that preservice early childhood education teachers lack or have misunderstandings about. The outcomes will contribute to the teacher education programs in being aware of these aspects and preparing preservice early childhood education teachers with a fully understanding of the definition of a problem.

References

Blum, W., & Niss, M. (1991). Applied mathematical problem solving, modelling, applications, and links to the other subjects--state, trends and issues in mathematics instruction. Educational Studies in Mathematics, 22, 37-68. Clements, D. H., Sarama, J., & DiBiase, A.-M., (Eds.). (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates. Krulik, S., & Rudnick, J. A. (1988). Teaching problem solving to preservice teachers. In J. Worth (Ed.), Preparing elementary school mathematics teachers: Readings from the arithmetic teacher (pp.122-125). Virginia: National Council of Teachers of Mathematics. Mayer, R. E. (2003) Learning and instruction. Upper SaddleRiver, NJ: Merril Prentice Hall. Polat-Unutkan, Ö. (2007). A study of pre-school children’s school readiness related to skills of mathematics. Hacettepe University Journal of Education, 32, 243-254. Polya, G. (1980). On solving mathematical problems in high school. In S. Krulik & R. E. Reys (Eds.), Problem solving in school mathematics (pp. 1–2). Reston, VA: National Council of Teachers of Mathematics. Schoenfeld, A. H. (1983). 'The wild, wild, wild, wild, wild world of problem solving: A review of sorts'. For the Learning of Mathematics, 3, 40-47. Schwartz, S. L. (2005). Teaching young children mathematics. Westport, CT: Praeger.

Author Information

Deniz Mehmetlioglu (presenting / submitting)

Agri Ibrahim Cecen University

Elementary

ANKARA

Esra Balgalmis

Gaziosmanpaşa Üniversity

Tokat

Merve Arslan

Middle East Technical University

Elementary Education

Ankara

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