Abstract
This eight-week study analyzed effects of two heuristic models of instruction in mathematical problem solving on preservice teachers' problem-solving performance, on their awareness of the problem-solving strategies they employ, and on their perceptions about specific problem-solving issues. Both models taught four problem-solving strategies and employed Pólya's four-step model of problem-solving; each subject solved or saw the solutions to the same 24 experimenter-selected process problems. Study findings suggest that 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. 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.
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Fernandes, D. (1992). Examining Effects of Heuristic Processes on the Problem-Solving Education of Preservice Mathematics Teachers. In: Ponte, J.P., Matos, J.F., Matos, J.M., Fernandes, D. (eds) Mathematical Problem Solving and New Information Technologies. NATO ASI Series, vol 89. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-58142-7_22
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DOI: https://doi.org/10.1007/978-3-642-58142-7_22
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