International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education Indexed in ESCI
Configuring the landscape of research on problem-solving in mathematics teacher education
APA
In-text citation: (de Ron et al., 2022)
Reference: de Ron, A., Christiansen, I., & Skog, K. (2022). Configuring the landscape of research on problem-solving in mathematics teacher education. International Electronic Journal of Mathematics Education, 17(4), em0712. https://doi.org/10.29333/iejme/12457
AMA
In-text citation: (1), (2), (3), etc.
Reference: de Ron A, Christiansen I, Skog K. Configuring the landscape of research on problem-solving in mathematics teacher education. INT ELECT J MATH ED. 2022;17(4), em0712. https://doi.org/10.29333/iejme/12457
Chicago
In-text citation: (de Ron et al., 2022)
Reference: de Ron, Anette, Iben Christiansen, and Kicki Skog. "Configuring the landscape of research on problem-solving in mathematics teacher education". International Electronic Journal of Mathematics Education 2022 17 no. 4 (2022): em0712. https://doi.org/10.29333/iejme/12457
Harvard
In-text citation: (de Ron et al., 2022)
Reference: de Ron, A., Christiansen, I., and Skog, K. (2022). Configuring the landscape of research on problem-solving in mathematics teacher education. International Electronic Journal of Mathematics Education, 17(4), em0712. https://doi.org/10.29333/iejme/12457
MLA
In-text citation: (de Ron et al., 2022)
Reference: de Ron, Anette et al. "Configuring the landscape of research on problem-solving in mathematics teacher education". International Electronic Journal of Mathematics Education, vol. 17, no. 4, 2022, em0712. https://doi.org/10.29333/iejme/12457
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: de Ron A, Christiansen I, Skog K. Configuring the landscape of research on problem-solving in mathematics teacher education. INT ELECT J MATH ED. 2022;17(4):em0712. https://doi.org/10.29333/iejme/12457

Abstract

The purpose of this study is to configure the landscape of empirical mathematics educational research on problem-solving in teacher education, and thereby disentangle how mathematical problem-solving is understood and used. The method consists of a configurative review of empirical mathematics education research on problem-solving in teacher education. A two-dimensional model is presented to illustrate how different aspects of problem-solving in teacher education are connected to and complement each other. Using the model, the configuration results in the proposition of four major categories of research on problem-solving in teacher education. The result indicates an almost equal distribution of research which views problem-solving as an aim for mathematics education versus research which views problem-solving as a means for learning mathematics. However, within the former, roughly three quarters of the articles focus on content knowledge, and only a quarter on pedagogical content knowledge. Implications for teacher education and future research are discussed.

References

  • Abdullah, A. H., Ibrahim, N. H., Surif, J., Ali, M., & Hamzah, M. H. (2015). Non-routine mathematical problems among in-service and pre-service mathematics teachers. In Proceedings of the International Conference of Teaching, Assessment and Learning (pp. 18-24). https://doi.org/10.1109/TALE.2014.7062620
  • Abidin, B., & Hartley, J. R. (1998). Developing mathematical problem-solving skills. Journal of Computer Assisted Learning, 14(4), 278-291. https://doi.org/10.1046/j.1365-2729.1998.144066.x-i1
  • Abramovich, S., & Nabors, W. (1998). Enactive approach to word problems in a computer environment enhances mathematical learning for teachers. Journal of Computers in Mathematics and Science Teaching, 17(2), 161-180.
  • Afamasaga-Fuata’i, K. (2009). Analysing the “measurement” strand using concept maps and vee diagrams. In K. Afamasaga-Fuata’i (Ed.), Concept mapping in mathematics: Research into practice (p. 19-46). Springer. https://doi.org/10.1007/978-0-387-89194-1_2
  • Afamasaga-Fuata’i, K., & Sooaemalelagi, L. (2014). Student teachers’ mathematics attitudes, authentic investigations and use of metacognitive tools. Journal of Mathematics Teacher Education, 17(4), 331-368. https://doi.org/10.1007/s10857-014-9270-y
  • Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., & Drake, C. (2013). Making connections in practice: How prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64(2), 178-192. https://doi.org/10.1177/0022487112466900
  • Andrews, P., & Xenofontos, C. (2014). Analysing the relationship between the problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers. Journal of Mathematics Teacher Education, 18(4), 299-325. https://doi.org/10.1007/s10857-014-9287-2
  • Applebaum, M., Freiman, V., & Leikin, R. (2011). Prospective teachers’ conceptions about teaching mathematically talented students: Comparative examples from Canada and Israel. The Mathematics Enthusiast, 8(1-2), 255-290. https://doi.org/10.54870/1551-3440.1216
  • Atkins, S. L. (1997). Time well spent: Videotape as an illustrative tool for analysis of positive interdependence. Journal of Computing in Childhood Education, 8(4), 365-376.
  • Avcu, S., & Avcu, R. (2010). Pre-service elementary mathematics teacher’s use of strategies in mathematical problem solving. Procedia-Social and Behavioral Sciences, 9, 1282-1286. https://doi.org/10.1016/j.sbspro.2010.12.321
  • Bailey, J., & Taylor, M. (2015). Experiencing a mathematical problem-solving teaching approach: Opportunities to identify ambitious teaching practices. Mathematics Teacher Education and Development, 17(2), 111-124.
  • Baki, A. (2004). Problem solving experiences of student mathematics teachers through Cabri: A case study. Teaching Mathematics and Its Applications: An International Journal of the IMA, 23, 172-180. https://doi.org/10.1093/teamat/23.4.172
  • Bal, A. P. (2014). The examination of representations used by classroom teacher candidates in solving mathematical problems. Educational Sciences: Theory & Practice, 14(6), 2349-2365. https://doi.org/10.12738/estp.2014.6.2189
  • Bal, A. P. (2015). Examination of the mathematical problem-solving beliefs and success levels of primary school teacher candidates through the variables of mathematical success and gender. Educational Sciences: Theory and Practice, 15(5), 1373-1390. https://doi.org/10.12738/estp.2015.5.2573
  • Bal, A. P., & Doganay, A. (2014). Improving primary school prospective teachers’ understanding of the mathematics modeling process. Educational Sciences: Theory and Practice, 14(4), 1375-1384. https://doi.org/10.12738/estp.2014.4.2042
  • Ball, D. L. (1988). Unlearning to teach mathematics. For the Learning of Mathematics, 8(1), 40-48. https://doi.org/10.12738/estp.2014.4.2042
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
  • Berk, D., Taber, S. B., Gorowara, C. C., & Poetzl, C. (2009). Developing prospective elementary teachers’ flexibility in the domain of proportional reasoning. Mathematical Thinking and Learning, 11(3), 113-135. https://doi.org/10.1080/10986060903022714
  • Bjuland, R. (2004). Student teachers’ reflections on their learning process through collaborative problem solving in geometry. Educational Studies in Mathematics, 55(1-3), 199-225. https://doi.org/10.1023/B:EDUC.0000017690.90763.c1
  • Bjuland, R. (2007). Adult students’ reasoning in geometry: Teaching mathematics through collaborative problem solving in teacher education. The Montana Mathematics Enthusiast, 4(1), 1-30. https://doi.org/10.54870/1551-3440.1056
  • Blanco, L. (2004). Problem solving and the initial practical and theoretical education of teachers in Spain. Mathematics Teacher Education and Development, 6, 31-42.
  • Blanco, L., Barona, E. G., & Carrasco, A. C. (2013). Cognition and affect in mathematics problem solving with prospective teachers. The Mathematics Enthusiast, 10(1), 335-364. https://doi.org/10.54870/1551-3440.1270
  • Boote, S. K., & Boote, D. N. (2018). ABC problem in elementary mathematics education: Arithmetic before comprehension. Journal of Mathematics Teacher Education, 21(2), 99-122. https://doi.org/10.1007/s10857-016-9350-2
  • Brousseau, G., & Gibel, P. (2005). Didactical handling of students’ reasoning processes in problem solving situations. Educational Studies in Mathematics, 59(1/3), 13-58. https://doi.org/10.1007/s10649-005-2532-y
  • Brown, I. A., Davis, T. J., & Kulm, G. (2011). Pre-service teachers’ knowledge for teaching algebra for equity in the middle grades: A preliminary report. Journal of Negro Education, 80(3), 266-283.
  • Bulbul, B. O., Guler, M., Gursoy, K., & Guven, B. (2020). For what purpose do the student teachers use DGS? A qualitative study on the case of continuity. International Online Journal of Education and Teaching, 7(3), 785-801.
  • Caballero, A., Blanco, L. J., & Guerrero, E. (2011). Problem solving and emotional education in initial primary teacher education. EURASIA Journal of Mathematics, Science and Technology Education, 7(4), 281-292. https://doi.org/10.12973/ejmste/75206
  • Cai, J., & Nie, B. (2007). Problem solving in Chinese mathematics education: Research and practice. ZDM, 39(5-6), 459-473. https://doi.org/10.1007/s10649-005-2532-y
  • Capraro, M. M., An, S. A., Ma, T., Rangel-Chavez, F. A., & Harbaugh, A. (2012). An investigation of preservice teachers’ use of guess and check in solving a semi open-ended mathematics problem. Journal of Mathematical Behavior, 31(1), 105-116. https://doi.org/10.1016/j.jmathb.2011.10.002
  • Carlson, M., & Bloom, I. (2005). The cyclic nature of problem solving: An emergent multidimensional problem-solving framework. Educational Studies in Mathematics, 58(1), 45-75. https://doi.org/10.1007/s10649-005-0808-x
  • Cavanagh, M. S., & Garvey, T. (2012). A professional experience learning community for pre-service secondary mathematics teachers. Australian Journal of Teacher Education, 37(12), 7. https://doi.org/10.14221/ajte.2012v37n12.4
  • Cavanagh, M. S., & McMaster, H. (2015). A professional experience learning community for secondary mathematics: developing pre-service teachers’ reflective practice. Mathematics Education Research Journal, 27(4), 471-490. https://doi.org/10.1007/s13394-015-0145-z
  • Cekmez, E. (2020). Using dynamic mathematics software to model a real-world phenomenon in the classroom. Interactive Learning Environments, 28(4), 526-538. https://doi.org/10.1080/10494820.2019.1674882
  • Cetinkaya, B., Kertil, M., Erbas, A. K., Korkmaz, H., Alacaci, C., & Cakiroglu, E. (2016). Pre-service teachers’ developing conceptions about the nature and pedagogy of mathematical modeling in the context of a mathematical modeling course. Mathematical Thinking and Learning, 18(4), 287-314. https://doi.org/10.1080/10986065.2016.1219932
  • Chen, L., van Dooren, W., Chen, Q., & Verschaffel, L. (2011). An investigation on Chinese teachers’ realistic problem posing and problem solving ability and beliefs. International Journal of Science and Mathematics Education, 9(4), 919-948. Scopus. https://doi.org/10.1080/10986065.2016.1219932
  • Cheng, D., Feldman, Z., & Chapin, S. (2011). Maintaining cognitive demands of tasks through small group discussions in preservice elementary mathematics classrooms. In L. Wiest, & T. Lamberg (Eds.), Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 460-468). PME.
  • Christiansen, I. M., Österling, L., & Skog, K. (2021). Images of the desired teacher in practicum observation protocols. Research Papers in Education, 36(4), 439-460, https://doi.org/10.1080/02671522.2019.1678064
  • Clivaz, S., & Miyakawa, T. (2020). The effects of culture on mathematics lessons: An international comparative study of a collaboratively designed lesson. Educational Studies in Mathematics, 105(1), 53-70. https://doi.org/10.1007/s10649-020-09980-1
  • Csíkos, C., & Szitányi, J. (2020). Teachers’ pedagogical content knowledge in teaching word problem solving strategies. ZDM, 52(1), 165-178. https://doi.org/10.1007/s11858-019-01115-y
  • Contreras, J. N., & Martínez-Cruz, A. M. (2011). Prospective elementary teachers’ suspension of sense-making when solving problematic word problems. In L. Wiest, & T. Lamberg (Eds.), Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 576-584). PME.
  • Cormas, P. C. (2016). Sequenced integration and the identification of a problem-solving approach through a learning process. EURASIA Journal of Mathematics, Science & Technology Education, 12(9), 2557-2574. https://doi.org/10.12973/eurasia.2016.1258a
  • Cormas, P. C., & Middlemiss, S. (2019). Preservice teachers’ use of mathematics and science learning processes. School Science and Mathematics, 119(8), 432-445. https://doi.org/10.1111/ssm.12374
  • Daher, W. (2009). Preservice teachers’ perceptions of applets for solving mathematical problems: Need, difficulties and functions. Educational Technology & Society, 12(4), 383-395.
  • Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12-25. https://doi.org/10.1111/ssm.12374
  • de Ron, A. (in press). Problem i matematiken: Diskursiva sanningar om matematikundervisningens varför och hur [Problems in mathematics: Discourse truths about the why and how of mathematics teaching]. In P. Valero, L. Björklund Boistrup, I.M. Christiansen, & E. Norén (Eds.), Matematikundervisning i samhället – kulturpolitiska utmaningar [Mathematics Education in Society - Cultural-Political Challenges]. Stockholms Universitetsförlag.
  • de Ron, A., & Pansell, A. (forthcoming). Sense and sensibility: Reading problem-solving in mathematics teacher education.
  • de Ron, A., & Skog, K. (2022). Entanglements of circles, pi and strings. In E. Fernández, C., Llinares, S., Gutiérrez, A., & Planas, N. (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 211-218). PME.
  • Even, R. (1998). Factors involved in linking representations of functions. The Journal of Mathematical Behavior, 17(1), 105-121. https://doi.org/10.1111/ssm.12374
  • Fadlelmula, F. K., & Cakiroglu, E. (2011). Pre-service mathematics teachers’ perceptions about mathematics problems and the nature of problem solving. Education Research Journal, 1(3), 30-36.
  • Faradillah, A., Hadi, W., & Tsurayya, A. (2018). Pre-service mathematics teachers’ reasoning ability in solving mathematical non-routine problem according to cognitive style. Journal of Physics: Conference Series, 948, 012006. https://doi.org/10.1088/1742-6596/948/1/012006
  • Flores, M. M., Thornton, J., Franklin, T. M., Hinton, V. M., & Strozier, S. (2014). Elementary general and special education teachers’ mathematics skills and efficacy. Journal of Research in Education, 24(1), 69-82.
  • Gil, I., Zamudio-Orozco, L., & King, B. (2019). After presenting multiple solution strategies, what’s next? Examining the mathematical connections made by preservice teachers. Journal of Mathematics Education at Teachers College, 10(2), 9-20.
  • Gough, D., Oliver, S., & Thomas, J. (2017). An introduction to systematic reviews. SAGE.
  • Guberman, R., & Leikin, R. (2013). Interesting and difficult mathematical problems: Changing teachers’ views by employing multiple-solution tasks. Journal of Mathematics Teacher Education, 16(1), 33-56. https://doi.org/10.1007/s10857-012-9210-7
  • Gur, H. (2013). Examining teacher trainees’ belief of mathematics and mathematics problem solving. New Horizons in Education, 61(2), 34-49.
  • Gurat, M. (2018). Mathematical problem-solving heuristics among student teachers. Journal on Efficiency and Responsibility in Education and Science, 11(3), 53-64. https://doi.org/10.7160/eriesj.2018.110302
  • Hallman-Thrasher, A. (2017). Prospective elementary teachers’ responses to unanticipated incorrect solutions to problem-solving tasks. Journal of Mathematics Teacher Education, 20(6), 519-555. https://doi.org.ezp.sub.su.se/10.1007/s10857-015-9330-y
  • Harkness, S. S. (2009). Social constructivism and the “believing game”: A mathematics teacher’s practice and its implications. Educational Studies in Mathematics, 70(3), 243-258. https://doi.org/10.1007/s10649-008-9151-3
  • Hickman, M. (2013). Engaging students with pre-recorded ‘live’ reflections on problem-solving with Livescribe pens. Research in Mathematics Education, 15(2), 195-196. https://doi.org/10.1080/14794802.2013.797738
  • Hidiroglu, C. N., & Guzel, E. B. (2013). Conceptualization of approaches and thought processes emerging in validating of model in mathematical modeling in technology aided environment. Educational Sciences: Theory & Practice, 13(4), 2499-2506. https://doi.org/10.12738/estp.2013.4.1932
  • Hino, K. (2007). Toward the problem-centered classroom: Trends in mathematical problem solving in Japan. ZDM, 39(5-6), 503-514. https://doi.org/10.1007/s11858-007-0052-1
  • Hurme, T.-R., Merenluoto, K., & Jarvela, S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: A case study. Educational Research and Evaluation, 15(5), 503-524. https://doi.org/10.1080/13803610903444659
  • Irfan, M., Nusantara, T., Wijayanto, Z., & Widodo, S. A. (2019). Why do pre-service teachers use the two-variable linear equation system concept to solve the proportion problem? Journal of Physics: Conference Series, 1188, 012013. https://doi.org/10.1088/1742-6596/1188/1/012013
  • Istenic Starcic, A., Cotic, M., Solomonides, I., & Volk, M. (2016). Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29-50. https://doi.org/10.1088/1742-6596/1188/1/012013
  • Johar, R., Patahuddin, S. M., & Widjaja, W. (2017). Linking pre-service teachers’ questioning and students’ strategies in solving contextual problems: A case study in Indonesia and the Netherlands. Mathematics Enthusiast, 14(1), 101-128. https://doi.org/10.54870/1551-3440.1390
  • Joklitschke, J., Rott, B., & Schindler, M. (2018). Theories about mathematical creativity in contemporary research: A literature review. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (pp. 171-178). PME.
  • Kandemir, M. A., & Gur, H. (2007). Creativity training in problem solving: A model of creativity in mathematics teacher education. New Horizons in Education, 55(3), 107-122. https://doi.org/10.1111/bjet.12253
  • Karp, A. (2010). Analyzing and attempting to overcome prospective teachers’ difficulties during problem-solving instruction. Journal of Mathematics Teacher Education, 13(2), 121-139. https://doi.org/10.1007/s10857-009-9127-y
  • Kasule, D., & Mapolelo, D. (2013). Prospective teachers’ perspectives on the use of English in the solving and teaching of mathematics word problems—A brief cross-country survey. African Journal of Research in Mathematics, Science and Technology Education, 17(3), 265-274. https://doi.org/10.1111/bjet.12253
  • Kaya, D., Izgiol, D., & Kesan, C. (2014). The investigation of elementary mathematics teacher candidates’ problem solving skills according to various variables. International Electronic Journal of Elementary Education, 6(2), 295-314.
  • Keazer, L., & Jung, H. (2020). Prospective teachers anticipate challenges fostering the mathematical practice of making sense. School Science and Mathematics, 120(2), 79-89. https://doi.org/10.1111/ssm.12390
  • Kim, M. K. & Cho M. K. (2016). Pre-service elementary teachers’ motivation and ill-structured problem solving in Korea. Eurasia Journal of Mathematics, Science & Technology Education, 12(6), 1569-1587. https://doi.org.ezp.sub.su.se/10.12973/eurasia.2016.1246a
  • Kim, M. K., Sharp, J. M., & Thompson, A. D. (1998). Effects of integrating problem solving, interactive multimedia and constructivism in teacher education. Journal of Educational Computing Research, 19(1), 83-108. https://doi.org/10.2190/TL44-5LLG-WRFL-7GHK
  • King, B., Bartman, J., & Gil, I. (2020). The problem-based threshold: Shifting pre-service teachers’ thinking about mathematics instruction. Teacher Educator, 55(1), 88-106. https://doi-org.ezp.sub.su.se/10.1080/08878730.2019.1683261
  • Koyuncu, I., Akyuz, D., & Cakiroglu, E. (2015). Investigating plane geometry problem-solving strategies of prospective mathematics teachers in technology and paper-and-pencil environments. International Journal of Science and Mathematics Education, 13(4), 837-862. https://doi.org/10.1007/s10763-014-9510-8
  • Kurniati, D., Purwanto, As’ari, A. R., & Dwiyana. (2019). Investigating problem-solving process of pre-service mathematics teachers who are truth-seekers. IOP Conference Series: Earth and Environmental Science, 243, 012013. https://doi.org/10.1088/1755-1315/243/1/012136
  • Kuzle, A. (2013). Promoting writing in mathematics: Prospective teachers’ experiences and perspectives on the process of writing when doing mathematics as problem solving. CEPS Journal: Center for Educational Policy Studies Journal, 3(4), 41-59. https://doi.org/10.26529/cepsj.222
  • Kuzniak, A., Parzysz, B., & Vivier, L. (2013). Trajectory of a problem: A study in teacher training. The Mathematics Enthusiast, 10(1-2), 407-440. https://doi.org/10.54870/1551-3440.1273
  • Leavy, A., & Hourigan, M. (2020). Posing mathematically worthwhile problems: developing the problem-posing skills of prospective teachers. Journal of Mathematics Teacher Education, 23(4), 341-361. https://doi-org.ezp.sub.su.se/10.1007/s10857-018-09425-w
  • Lee, H. S. (2005). Facilitating students’ problem solving in a technological context: Prospective teachers’ learning trajectory. Journal of Mathematics Teacher Education, 8(3), 223-254. https://doi/10.1007/s10857-005-2618-6
  • Leikin, R., & Levav-Waynberg, A. (2008). Solution spaces of multiple-solution connecting tasks as a mirror of the development of mathematics teachers’ knowledge. Canadian Journal of Science, Mathematics and Technology Education, 8(3), 233-251. https://doi.org/10.1080/14926150802304464
  • Lerman, S. (2001). A review of research perspectives on mathematics teacher education. In F.-L. Lin, & T. J. Cooney (Eds.), Making sense of mathematics teacher education (p. 33-52). Kluwer Academic Publishers. https://doi.org/10.1007/978-94-010-0828-0_2
  • Lester, F. K. (1994). Musings about mathematical problem-solving research: 1970-1994. Journal for Research in Mathematics Education, 25(6), 660-675. https://doi.org/10.2307/749578
  • Levinsson, M., & Prøitz, T. S. (2017). The (non-)use of configurative reviews in education. Education Inquiry, 8(3), 209-231. https://doi.org/10.1080/20004508.2017.1297004
  • Liljedahl, P., Santos-Trigo, M., Malaspina, U., & Bruder, R. (Eds.) (2016). Problem solving in mathematics education. ICME-13 Topical Surveys, Springer. https://doi.org/10.1007/978-3-319-40730-2_1
  • Lim, K., & Morera, O. F. (2011). Impulsive-analytical disposition: Instrument pilot-testing. In L. Wiest, & T. Lamberg (Eds.), Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 284-292). PME.
  • Little, J., & Anderson, J. (2016). What factors support or inhibit secondary mathematics pre-service teachers’ implementation of problem-solving tasks during professional experience? Asia-Pacific Journal of Teacher Education, 44(5), 504-521. https://doi.org/10.1080/1359866X.2015.1115822
  • Lopez-Real, F., & Lee, A. (2006). Encouraging the use of technology in problem-solving: Some examples from an initial teacher education programme. International Journal for Technology in Mathematics Education, 13(1), 23-30.
  • Löfström, E., & Pursiainen, T. (2015). Knowledge and knowing in mathematics and pedagogy: A case study of mathematics student teachers’ epistemological beliefs. Teachers and Teaching: Theory and Practice, 21(5), 527-542. https://doi.org/10.1080/13540602.2014.995476
  • Ma, X., Millman, R., & Wells, M. (2008). Infusing assessment into mathematics content courses for pre-service elementary school teachers. Educational Research for Policy and Practice, 7(3), 165-181. https://doi.org/10.1007/s10671-008-9050-5
  • Maher, C. A., Palius, M. F., Maher, J. A., Hmelo-Silver, C. E., & Sigley, R. (2014). Teachers can learn to attend to students’ reasoning using videos as a tool. Issues in Teacher Education, 23(1), 31-47.
  • Mallart, A., Font, V., & Diez, J. (2018). Case study on mathematics pre-service teachers’ difficulties in problem posing. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1465-1481. https://doi.org/10.29333/ejmste/83682
  • Manouchehri, A. (2011). Teachers´modes of interacting: Examining children´s work. In L. Wiest, & T. Lamberg (Eds.), Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1456-1463). PME.
  • Masingila, J. O., Olanoff, D., & Kimani, P. M. (2018). Mathematical knowledge for teaching teachers: Knowledge used and developed by mathematics teacher educators in learning to teach via problem solving. Journal of Mathematics Teacher Education, 21(5), 429-450. https://doi.org.ezp.sub.su.se/10.1007/s10857-017-9389-8
  • Namukasa, I., Gadanidis, G., & Cordy, M. (2009). How to feel about and learn mathematics: Therapeutic intervention and attentiveness. Mathematics Teacher Education and Development, 10, 46-63.
  • Nathan, M. J., & Petrosino, A. (2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40(4), 905-928. https://doi.org/10.3102/00028312040004905
  • Novak, E., & Tassell, J. L. (2017). Studying preservice teacher math anxiety and mathematics performance in geometry, word, and non-word problem solving. Learning and Individual Differences, 54, 20-29. https://doi.org/10.1016/j.lindif.2017.01.005
  • Osmanoglu, A., Koc, Y., & Isiksal, M. (2013). Investigation of using online video case discussions in teacher education: Sources of evidence of mathematics learning. Educational Sciences: Theory & Practice, 13(2), 1295-1303.
  • Ozgen, K., & Alkan, H. (2012). The relationship between secondary school pre-service mathematics teachers’ skills in problem solving dimensions and their learning style characteristics. Educational Sciences: Theory & Practice, 12(2), 1173-1181.
  • Österling, L., & Christiansen, I. M. (2018). Productive ways of organising practicum – what do we know? A systematic review. In Bergqvist, E., Österholm, M., Granberg, C., Sumpter L. (Eds.), Proceedings of the 42nd annual meeting of the international group for the psychology of mathematics education (Vol. 3, pp. 443-450). PME.
  • Österling, L., & Christiansen, I. (2022). Whom do they become? A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities. International Electronic Journal of Mathematics Education, 17(4), em0710. https://doi.org/10.29333/iejme/12380
  • Paradesa, R. (2018). Pre-service mathematics teachers’ ability in solving well-structured problem. Journal of Physics: Conference Series, 948, 012015. https://doi.org/10.1088/1742-6596/948/1/012015
  • Peled, I., & Hershkovitz, S. (2004). Evolving research of mathematics teacher educators: The case of non-standard issues in solving standard problems. Journal of Mathematics Teacher Education, 7(4), 299-327. https://doi.org/10.1007/s10857-004-1786-0
  • Rosales, J., Orrantia, J., Vicente, S., & Chamoso, J. M. (2008). Studying mathematics problem-solving classrooms. A comparison between the discourse of in-service teachers and student teachers. European Journal of Psychology of Education, 23(3), 275-294. https://doi.org/10.1007/BF03173000
  • Rosli, R., Goldsby, D., Onwuegbuzie, A. J., Capraro, M. M., Capraro, R. M., & Gonzalez, E. G. Y. (2020). Elementary preservice teachers’ knowledge, perceptions and attitudes towards Fractions: A mixed-analysis. Journal on Mathematics Education, 11(1), 59-76. https://doi.org/10.22342/jme.11.1.9482.59-76
  • Runesson, U. (1997). Learning by exploration in mathematics courses: A programme for student teachers. European Journal of Teacher Education, 20(2), 161-169. https://doi.org/10.1080/0261976970200205
  • Ryve, A. (2007). What is actually discussed in problem-solving courses for prospective teachers? Journal of Mathematics Teacher Education, 10(1), 43-61. https://doi.org/10.1007/s10857-007-9027-y
  • Sánchez, M. (2011). A review of research trends in mathematics teacher education. Una Revisión de las Tendencias de Investigación en la Formación de Profesores de Matemáticas [A Review of Research Trends in Mathematics Teacher Education], 5(4), 129-145. https://doi.org/10.30827/pna.v5i4.6151
  • Santistevan Matthews, P. D., Peterson, P. J., Johnson, G. R., & Fetsco, T. (2009). Targeted native language training with preservice special education teachers. Multicultural Learning and Teaching, 4(2), 80-97. https://doi.org/10.2202/2161-2412.1054
  • Schoenfeld, A. H. (1985). Mathematical problem solving (pp. 187-188). Academic Press. https://doi.org/10.1016/B978-0-12-628870-4.50011-6
  • Schoenfeld, A. H. (2007). Problem solving in the United States, 1970-2008: Research and theory, practice and politics. ZDM, 39(5-6), 537-551. https://doi.org/10.1007/s11858-007-0038-z
  • Schoenfeld, A. H. (2013). Reflections on problem solving theory and practice. The Mathematics Enthusiast, 10(1), 8-33. https://doi.org/10.54870/1551-3440.1258
  • Sharon, V. (2012). The roles they play: Prospective elementary teachers and a problem-solving task. Mathematics Educator, 22(1), 17-38.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  • Simsek, N., & Boz, N. (2016). Analysis of pedagogical content knowledge studies in the context of mathematics education in Turkey: A meta-synthesis study. Educational Sciences: Theory & Practice, 16(3), 799-826. https://doi.org/10.12738/estp.2016.3.0382
  • Spungin, R. (1996). Teaching teachers to teach mathematics. Journal of Education, 178(1), 73-84. https://doi.org/10.1177/002205749617800106
  • Stein, M. K., Boaler, J., & Silver, E. A. (2003). Teaching mathematics through problem solving: Research perspectives. In H. L. Schoen, & R. I. Charles (Eds.), Teaching mathematics through problem solving grades 6-12 (pp. 245-256). National Council of Teachers of Mathematics.
  • Steyn, G., & Adendorff, S. A. (2020). Questioning techniques used by foundation phase education students teaching mathematical problem-solving. South African Journal of Childhood Education, 10(1), 22-29. https://doi.org/10.4102/sajce.v10i1.564
  • Säfström, A. I., & Lithner, J. (2020). Problem solving as a learning activity–an initial theoretical model. In Y. Liljekvist, L. Björklund Boistrup, J. Häggström, L. Mattsson, O. Olande, & H. Palmér (Eds.), Sustainable mathematics education in a digitalized world (pp. 131-140). SMDF.
  • Tabach, M., & Schwarz, B. B. (2018). Professional development of mathematics teachers toward the facilitation of small-group collaboration. Educational Studies in Mathematics, 97(3), 273-298. https://doi.org/10.1007/s10649-017-9796-x
  • Taplin, M., & Chan, C. (2001). Developing problem-solving practitioners. Journal of Mathematics Teacher Education, 4(4), 285-304. https://doi.org/10.1023/A:1013331126790
  • Tatsis, K., & Koleza, E. (2006). The effect of students’ roles on the establishment of shared knowledge during collaborative problem solving: A case study from the field of mathematics. Social Psychology of Education: An International Journal, 9(4), 443-460. https://doi.org/10.1007/s11218-006-9005-8
  • Tatsis, K., & Koleza, E. (2008). Social and socio-mathematical norms in collaborative problem-solving. European Journal of Teacher Education, 31(1), 89-100. https://doi.org/10.1080/02619760701845057
  • Thalib, F., Sa’dijah, C., As’ari, A. R., & Chandra, T. D. (2021). Open-mindedness of pre-service mathematics teachers in problem solving. AIP Conference Proceedings 2330, 040004. https://doi.org/10.1063/5.0043257
  • Thanheiser, E., Olanoff, D., Hillen, A., Feldman, Z., Tobias, J. M., & Welder, R. M. (2016). Reflective analysis as a tool for task redesign: The case of prospective elementary teachers solving and posing fraction comparison problems. Journal of Mathematics Teacher Education, 19(2-3), 123-148. https://doi.org.ezp.sub.su.se/10.1007/s10857-015-9334-7
  • Timmerman, M. A. (2004). The Influences of three interventions on prospective elementary teachers’ beliefs about the knowledge base needed for teaching mathematics. School Science and Mathematics, 104(8), 369. https://doi.org/10.1111/j.1949-8594.2004.tb18003.x
  • Toh, P. C., Leong, Y. H., Toh, T. L., Dindyal, J., Quek, K. S., Tay, E. G., & Ho, F. H. (2014). The problem-solving approach in the teaching of number theory. International Journal of Mathematical Education in Science and Technology, 45(2), 241-255. https://doi.org/10.1080/02619760701845057
  • Törner, G., Schoenfeld, A. H., & Reiss, K. M. (2007). Problem solving around the world: Summing up the state of the art. ZDM, 39(5-6), 353-353. https://doi.org/10.1007/s11858-007-0053-0
  • van Dooren, W., Verschaffel, L., & Onghena, P. (2002). The impact of preservice teachers’ content knowledge on their evaluation of students’ strategies for solving arithmetic and algebra word problems. Journal for Research in Mathematics Education, 33(5), 319-351. https://doi.org.ezp.sub.su.se/10.2307/4149957
  • van Dooren, W., Verschaffel, L., & Onghena, P. (2003). Pre-service teachers’ preferred strategies for solving arithmetic and algebra word problems. Journal of Mathematics Teacher Education, 6(1), 27-52. https://doi.org/10.1023/A:1022109006658
  • Verschaffel, L., De Corte, E., & Borghart, I. (1997). Pre-service teachers’ conceptions and beliefs about the role of real-world knowledge in mathematical modelling of school word problems. Learning and Instruction, 7(4), 339-359. https://doi.org.ezp.sub.su.se/10.1016/S0959-4752(97)00008-X
  • Wachira, P., Keengwe, J., & Onchwari, G. (2008). Mathematics preservice teachers’ beliefs and conceptions of appropriate technology use. AACE Journal, 16(3), 293-306.
  • Wahyudi, W., Waluya, S. B. W., Suyitno, H., & Isnarto, I. (2020). The impact of 3CM model within blended learning to enhance students’ creative thinking ability. Journal of Technology and Science Education, 10(1), 32-46. ​​https://doi.org/10.3926/jotse.588
  • Wall, J., Selmer, S., & Bingham Brown, A. (2016). Assessing elementary prospective teachers’ mathematical explanations after engagement in online mentoring modules. Contemporary Issues in Technology and Teacher Education, 16(3), 89-100. https://doi.org/10.1080/02619760701845057
  • Walters, L. M., Green, M. R., Goldsby, D., & Parker, D. (2018). Digital storytelling as a problem-solving strategy in mathematics teacher education: How making a math-eo engages and excites 21st century students. International Journal of Technology in Education and Science, 2(1), 1-16.
  • Walters, L. M., Green, M. R., Goldsby, D., Walters, T. N., & Wang, L. (2016). Teaching pre-service teachers to make digital stories that explain complex mathematical concepts in a real-world context: The “math-eo” project, creating “cool new tools”. International Journal for Technology in Mathematics Education, 23(4), 129-144.
  • Weidemann, W., & Humphrey, M. B. (2002). Building a network to empower teachers for school reform. School Science and Mathematics, 102(2), 88-93. https://doi.org/10.1111/j.1949-8594.2002.tb17898.x
  • Xenofontos, C., & Andrews, P. (2014). Defining mathematical problems and problem solving: Prospective primary teachers beliefs in Cyprus and England. Mathematics Education Research Journal, 26(2), 279-299. https://doi.org/10.1007/s13394-013-0098-z
  • Xenofontos, C., & Kyriakou, A. (2017). Prospective elementary teachers’ beliefs about collaborative problem solving and dialogue in mathematics. Mathematics Teacher Education and Development, 19(2), 142-158.
  • Yazgan-Sag, G., & Emre-Akdogan, E. (2016). Creativity from two perspectives: Prospective mathematics teachers and mathematician. Australian Journal of Teacher Education, 41(12), 25-40. https://doi.org/10.14221/ajte.2016v41n12.3
  • Yildiz, S. G. (2020). Geometrical problem-solving performance of preservice teachers: Exploring the effectiveness of metacognitive strategies. Malaysian Online Journal of Educational Sciences, 8(4), 34-47.

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.