Informing Programmatic-Level Conversations on Mathematics Preservice Teachers' Problem Solving Performance and Experiences

Maria Nielsen, Jonathan David Bostic


Problem solving is an important aspect of the mathematics classroom and teachers should work to promote problem solving in their classrooms. The purpose of this explanatory mixed-methods study was to examine mathematics preservice teachers (PSTs) problem-solving performance and connect it with their K-16 problem-solving experiences. This was done under the guise of mathematics teacher education program evaluation and fostering conversations across faculties. PSTs from one mathematics teacher education program completed one problem solving measure. PSTs were also representatively sampled to participate in a structured interview investigating their problem-solving experiences. Based upon results from this study, we drew the conclusion that PSTs need more K-16 problem-solving experiences to prepare them for their future classrooms.


mixed methods; mathematics teacher education program; preservice teachers; problem solving

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