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ABC problem in elementary mathematics education: Arithmetic before comprehension.

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Title: ABC problem in elementary mathematics education: Arithmetic before comprehension.
Authors: Boote, Stacy K.1 s.boote@unf.edu, Boote, David N.2 david.boote@ucf.edu
Source: Journal of Mathematics Teacher Education. Apr2018, Vol. 21 Issue 2, p99-122. 24p.
Subject Terms: *Mathematics education (Elementary), *Teaching methods, *Student teachers, *Problem solving, *Mathematics problems & exercises, *Elementary education
Abstract: Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a Southeastern State University over multiple semesters (six semesters, seven classes). PSTs’ solution methods for one intentionally misleading mathematics problem were analyzed using a convergent parallel mixed methods content analysis. Two-thirds of PSTs misunderstood the problem scenario and directly translated numbers from the problem text. PSTs who answered correctly used a problem model strategy to comprehend the scenario and were more likely to use multiple models, draw a diagram, and draw a diagram before using another model. However, a large number of PSTs who answered incorrectly also used multiple models and drew diagrams. Self-correction was not common (8 of 121), because their equations did not provide feedback or support comprehension. Three kinds of imprecision also affected problem comprehension and were evident in both correct and incorrect solutions. Intentionally misleading problems helped PSTs see consequences of their mathematical habits and highlighted the importance of sense making and precision when creating problem models. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: ABC problem in elementary mathematics education: Arithmetic <italic>before</italic> comprehension.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Apr2018, Vol. 21 Issue 2, p99-122. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+education+%28Elementary%29%22">Mathematics education (Elementary)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+problems+%26+exercises%22">Mathematics problems & exercises</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink>
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  Data: Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (<italic>n</italic> = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a Southeastern State University over multiple semesters (six semesters, seven classes). PSTs’ solution methods for one intentionally misleading mathematics problem were analyzed using a convergent parallel mixed methods content analysis. Two-thirds of PSTs misunderstood the problem scenario and directly translated numbers from the problem text. PSTs who answered correctly used a problem model strategy to comprehend the scenario and were more likely to use multiple models, draw a diagram, and draw a diagram before using another model. However, a large number of PSTs who answered incorrectly also used multiple models and drew diagrams. Self-correction was not common (8 of 121), because their equations did not provide feedback or support comprehension. Three kinds of imprecision also affected problem comprehension and were evident in both correct and incorrect solutions. Intentionally misleading problems helped PSTs see consequences of their mathematical habits and highlighted the importance of sense making and precision when creating problem models. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10857-016-9350-2
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      – SubjectFull: Student teachers
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              Text: Apr2018
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