Comparison of the effects of two models of instruction on the problem-solving perfomance of preservice elementary school teachers and on their awareness of the problem-solving strategies they employ

Tese de doutoramento apresentada à Texas A&M. A Univ. de Lisboa concedeu-lhe equivalência a doutoramento em Educação (Didáctica das Ciências), 1989This eight-week study compared the effects of two heuristic models of instruction in mathematical problein solving on preservice elementary school teachers' problem-solving performance, on their awareness of the problem-solving strategies they employ, and on their perceptions about specific problem-solving issues. Sixty-eight subjects were randomly assigned to one of two treatments. Treatment 1 subjects were expose'd to an implicit method of instruction in problem solving which made organized use of specific problem-solving strategies to solve problems but did not overtly identify or reflect upon the selection or application of those strategies. Treatment 2 subjects were exposed to an explicit model of instruction which named, discussed, purposefully applied, and reflected upon the organized use of specific problem-solving strategies to solve problems. Both treatments taught four problem-solving strategies and employed Polya's four-step model of problem solving; each subject solved or saw the solutions to the same'24 experimenter-selected process problems. Four experimenter-developed instruments were used to collect both quandtative and qualitative data. Analysis of covariance, t-test for independent groups, and chi-square tests were performed to test the three hypotheses of the study at the 05 level. No significant differences were found between the two treatment groups on problem-solving performance, on awareness of the use of problem-solving strategies, or on eight of nine observed small-group problem-solving behaviors. Study findings suggest that preservice elementary school teachers can learn to use problem-solving strategies effectively to solve process problems. Both models of instruction significantly improved preservice teachers' problem-solving performance; the explicit model appeared to be more effective in promoting organization of problem solutions and description of problem-solving procedures. Also, only explicit instruction on Polya's four-step model of problem solving resulted in its conscious use. Study results and conclusions yielded recommendations on the use of the focused holistic scoring, on the study design, and on teacher education in mathematical problem solving