Student teachers’ conceptualizations of mathematical problem solving and the nature of their warrants
Absence of inquiry about meaning of mathematical objects learners deal with has permeated the school mathematics curriculum. Deep learning through questioning situations can be achieved if learners are helped to embrace the argumentation discourse in their problem solving efforts. This paper reports...
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| Format: | Article |
| Language: | English |
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Muhammadiyah University Press
2022-10-01
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| Series: | Journal of Research and Advances in Mathematics Education |
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| Online Access: | https://journals2.ums.ac.id/index.php/jramathedu/article/view/9582 |
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| author | Zakaria Ndemo David K. J. Mtetwa |
| author_facet | Zakaria Ndemo David K. J. Mtetwa |
| author_sort | Zakaria Ndemo |
| collection | DOAJ |
| description | Absence of inquiry about meaning of mathematical objects learners deal with has permeated the school mathematics curriculum. Deep learning through questioning situations can be achieved if learners are helped to embrace the argumentation discourse in their problem solving efforts. This paper reports on a study that investigated linkages between the kinds of mathematical arguments constructed by students and the students’ grasp of the concept of problem solving. With the overall goal of teasing out such linkages a questionnaire that elicited likert-style and textual data was administered to 30 undergraduate and 5 postgraduate mathematics education students. The two data sources were triangulated with reflective interviews guided by students’ written responses and their validations on likert items. Descriptive statistics were applied to likert data and directed content analysis was used to analyze and interpret the qualitative data. The study concluded that students lacked appropriate conceptions of the notion of problem solving and in particular their thinking as reflected in their arguments that contradicted current understandings on the construct. The fragile grasp of the idea of mathematical problem solving uncovered by this study has the potential to inform mathematics instruction. |
| format | Article |
| id | doaj-art-d874af8cab4c4aa4ae169ad5dafa2173 |
| institution | Kabale University |
| issn | 2503-3697 |
| language | English |
| publishDate | 2022-10-01 |
| publisher | Muhammadiyah University Press |
| record_format | Article |
| series | Journal of Research and Advances in Mathematics Education |
| spelling | doaj-art-d874af8cab4c4aa4ae169ad5dafa21732025-08-20T03:33:35ZengMuhammadiyah University PressJournal of Research and Advances in Mathematics Education2503-36972022-10-0125327210.23917/jramathedu.v7i4.153039645Student teachers’ conceptualizations of mathematical problem solving and the nature of their warrantsZakaria Ndemo0David K. J. Mtetwa1Bindura University of Science EducationUniversity of ZimbabweAbsence of inquiry about meaning of mathematical objects learners deal with has permeated the school mathematics curriculum. Deep learning through questioning situations can be achieved if learners are helped to embrace the argumentation discourse in their problem solving efforts. This paper reports on a study that investigated linkages between the kinds of mathematical arguments constructed by students and the students’ grasp of the concept of problem solving. With the overall goal of teasing out such linkages a questionnaire that elicited likert-style and textual data was administered to 30 undergraduate and 5 postgraduate mathematics education students. The two data sources were triangulated with reflective interviews guided by students’ written responses and their validations on likert items. Descriptive statistics were applied to likert data and directed content analysis was used to analyze and interpret the qualitative data. The study concluded that students lacked appropriate conceptions of the notion of problem solving and in particular their thinking as reflected in their arguments that contradicted current understandings on the construct. The fragile grasp of the idea of mathematical problem solving uncovered by this study has the potential to inform mathematics instruction.https://journals2.ums.ac.id/index.php/jramathedu/article/view/9582mathematical problem solvingmathematical argumentationstudent conceptualizationsmathematical warrants |
| spellingShingle | Zakaria Ndemo David K. J. Mtetwa Student teachers’ conceptualizations of mathematical problem solving and the nature of their warrants Journal of Research and Advances in Mathematics Education mathematical problem solving mathematical argumentation student conceptualizations mathematical warrants |
| title | Student teachers’ conceptualizations of mathematical problem solving and the nature of their warrants |
| title_full | Student teachers’ conceptualizations of mathematical problem solving and the nature of their warrants |
| title_fullStr | Student teachers’ conceptualizations of mathematical problem solving and the nature of their warrants |
| title_full_unstemmed | Student teachers’ conceptualizations of mathematical problem solving and the nature of their warrants |
| title_short | Student teachers’ conceptualizations of mathematical problem solving and the nature of their warrants |
| title_sort | student teachers conceptualizations of mathematical problem solving and the nature of their warrants |
| topic | mathematical problem solving mathematical argumentation student conceptualizations mathematical warrants |
| url | https://journals2.ums.ac.id/index.php/jramathedu/article/view/9582 |
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