Semester
Summer
Date of Graduation
2005
Document Type
Dissertation
Degree Type
EdD
College
College of Education and Human Services
Department
Curriculum & Instruction/Literacy Studies
Committee Chair
Patricia Obenauf
Abstract
The arithmetic and algebraic word problem-solving skills, strategy preferences, and attitudes of preservice elementary and secondary teachers were investigated using a mixed methodology. Teachers' appreciations of student solutions were also examined. Prospective elementary teachers demonstrated flexible problem-solving behaviors while their secondary counterparts tended to prefer algebraic strategies exclusively. In general, the prospective teachers did not demonstrate a greater appreciation for those types of strategies that were typical to their level of training. When communicating the characteristics of an effective strategy, preservice teachers were concerned with organization and clarity rather than the mathematical relevance or appropriateness of the strategy itself. The findings indicate the need for an integrated approach to problem-solving instruction in teacher education programs and more attention to the critical issues surrounding students' transition from arithmetic to algebra.
Recommended Citation
Michael, Marc D., "Arithmetic and algebra word problems: Preservice teachers' content knowledge, attitudes, and appreciation of students' strategies" (2005). Graduate Theses, Dissertations, and Problem Reports. 4175.
https://researchrepository.wvu.edu/etd/4175