ABS289 - Refining student teachers' mathematics content course through mathematical problem solving

1.4 Interventionist research approaches and their roots
11:00 AM, Tuesday 29 Aug 2017 (20 minutes)
This study reports on a design based research project that was aimed at refining a course in mathematics. The participants were student teachers in the second year of their program at an urban university in South Africa. The custom-made curriculum followed DBR principles during the process, which progressed over three phases: eliciting design principles from the literature, to address the (design) problem, a study of needs and opportunities the design could address and the form the resulting design took. In this DBR study, we set out from an analytical framework of student learning of math for teaching as a specific activity system in which the unit of analysis would be the students’ learning, evidenced by their problem-solving competence which is the confluence of the math facts knowledge, their procedural knowledge and, of course, their conceptual knowledge. The study also reports on the student teachers’ mathematical problem solving beliefs. Findings on the mathematics problem solving beliefs suggest that students strongly belief that sequenced steps should be taught in order to be successful in problem solving. Findings also indicate tensions between students and mathematical understanding.
University of Johannesburg
SARCHI Chair Soweto campus University of Johannesburg
University of Johannesburg
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