The Relationship Between Teachers' Belief
Concerning Mathematical Problem-Solving and the Strategies Used for Teaching Third - through Fifth - Grade Students
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"Should I move in order to have better career opportunities? How am I going to balance my busy schedule?" We have to make many decisions that require problem-solving on a regular basis, whether we realize it or not. It is important to be able to solve problems effectively, in real life situations, but especially in mathematics. In 2007, the Mississippi Department of Education produced a set of mathematical objectives for third - through fifth - grade students. These objectives use the phrase problem-solving, without defining its use in the mathematics classroom. To discover what mathematics te...
"Should I move in order to have better career opportunities? How am I going to balance my busy schedule?" We have to make many decisions that require problem-solving on a regular basis, whether we realize it or not. It is important to be able to solve problems effectively, in real life situations, but especially in mathematics. In 2007, the Mississippi Department of Education produced a set of mathematical objectives for third - through fifth - grade students. These objectives use the phrase problem-solving, without defining its use in the mathematics classroom. To discover what mathematics teachers were actually executing in the classroom, this study used a valid online survey administrated through Qualtrics. The survey focused on determining third - through fifth - grade teachers' definition of a problem, their beliefs about problem-solving, and the problem-solving strategies they used while instructing students. The results of this study demonstrated that problem-solving should certainly be further examined in schools across Mississippi and further implemented into the classroom.
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