Exploring the problem solving skills of preservice mathematics teachers through a problem solving course

The study explored the problem solving skills of the preservice math teachers and attitudes through the implementation of a problem solving course. It sought to describe and analyze the preservice math teachers (1) levels of problem solving in terms of (a) problem understanding, (b) use of strategies, (c) computation and execution, and (d) mathematical insights of nine preservice math teachers of Philippine Normal University, Manila during the first semester of the school year 2007-2008. Moreover, the attitudes toward problem solving and the problem solving course were determined and described after the implementation of the problem solving course. Results of the study revealed that the problem solving skills of the preservice math teachers in terms of problem understanding, use of problem solving strategies, computation and execution, and mathematical insights vary depending on the group they belonged. Moreover, the problem solving skills of the preservice math teachers also vary depending on the type of problems they solved. Most of the preservice math teachers could solve more numerical and algebraic problems than geometrical problems. In terms of attitudes, most of the preservice math teachers showed positive and moderately positive attitudes toward problem solving and the problem solving course. They were generally happy and were willing to take the problem solving course because they believed that problem solving can help them perform better in teaching the subject. Moreover, most of the preservice math teachers found problem solving enjoyable, challenging and difficult