Skill-based problems from the perspective of pre-service mathematics teachers: A lesson study practice

Abstract

The aim of the study is to present the views of pre-service mathematics teachers about skill-based problems and the use of such problems in the learning environment. The sample of the research consisted of 31 pre-service mathematics teachers studying in the elementary mathematics teaching programme of a state university, attending the problem solving course in mathematics and participating in the lesson study practice focused on skill-based problem solving. Interviews were also conducted with 10 pre-service teachers who were selected on a voluntary basis from the pre-service teachers who participated in the lesson study practices. The data in the study were obtained through interviews with pre-service teachers, meeting minutes of the lesson study groups in which pre-service teachers participated, and documents. The data obtained were subjected to inductive content analysis. In the study, it was observed that pre-service teachers mostly used internet sources, written sources and rarely used external experts as sources for accessing skill-based problems. In addition, it was seen that the features that shaped the definitions of skills-based problems of pre-service teachers were related to the statement of the problem, the setting-context of the problem, the problem solving process, mathematical skills, valuing mathematics, the relationship of the problem with the outcomes and the difficulty level of the problem. Moreover, all of the interviewed pre-service teachers stated that the use of skill-based problems in mathematics classes is important and necessary. It is suggested that teachers should be included in such skill-based problem solving-oriented lesson study practices by referring to the opportunities offered to pre-service teachers by the lesson study process experienced by pre-service teachers during the research process.