2019/04/07 by Mehmet Fatih Öçal, Ceylan Şen, Ceylan ŞEN +2
Mathematics · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Mathematics Education and Pedagogy #Mathematics Education and Teaching Techniques
paper · doi:10.1080/0020739x.2019.1597936
crossref issued 2019/04/07 · crossref published 2019/04/07 · crossref published-online 2019/04/07 · openalex publication_date 2019/04/07 · crossref created 2019/04/08 · crossref published-print 2020/05/18 · crossref deposited 2022/09/15 · openalex created_date 2025/10/10 · crossref indexed 2026/07/27 · openalex updated_date 2026/07/28
This study aims to investigate the non-algebraic solution strategies that prospective mathematics teachers use to solve word problems and their thought process while they were solving the problems. A total of 76 prospective mathematics teachers were asked to solve two word problems without using algebraic solutions and, then, clinical interviews were conducted with a sub-sample of 20 participants. The solutions used by the participants were analysed according to the type and frequency of the strategy. The results show that prospective mathematics teachers did not use various non-algebraic solutions for word problems and that they used the guess and check strategy most often. According to the findings obtained from the interviews, it was found that the participants tended to rely on solutions that used algebraic equations related to the problem while producing solution strategies. Furthermore, the participants were found to have a limited understanding of how to interpret the algebraic equations within their context, the difference between algebraic and non-algebraic solutions, and problem-solving strategies, which prevented the participants from producing alternative solution strategies.