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Abstract
Background:
This article examines the use and application of an ill-structured problem to pre-service elementary teachers in Korea in order to find implications of pre-service teacher education with regard to contextualized problem solving by analyzing experiences of ill-structured problem solving.
Material and methods:
Participants were divided into small groups depending on the level of motivation. They participated in a five-step phase labeled A-B-C-D-E [Analyze-Browse-Create-Decision making-Evaluate] for problem solving evaluations.
Results:
Result showed that the phase-specific analysis of ill-structured problem solving processes from the level of motivation could decide the quality of their problem solving in subsequent phases.
Conclusions:
There is a strong need to recognize the necessity of developing problems based on a realistic situational context in pre-service teacher education, and to offer opportunities to mathematize I-S problems to further identify the mathematical potential from everyday math.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 6, 1569-1587
https://doi.org/10.12973/eurasia.2016.1246a
Publication date: 02 Jul 2016
Article Views: 2071
Article Downloads: 1016
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