QUESTIONING SKILLS OF PRESERVICE MIDDLE SCHOOL MATHEMATICS TEACHERS AND THEIR CONCEPTIONS OF PROBLEM AND PROBLEM SOLVING

Abstract

Author(s): Tang羹l KABAEL Bet羹l YAYAN

The purpose of this qualitative study is to investigate the questioning skills and conceptions of four volunteer preservice middle school mathematics teachers within the context of problem solving and the relationships between their questioning skills and conceptions, if any. The data of the study was collected through clinical interviews. Firstly, each participant conducted a clinical interview with an eighth grade student within the context of a given mathematical problem. Secondly, participants were interviewed to reveal their conceptions on problem and problem solving process. The findings revealed that three of the four preservice teachers could not use appropriate questioning in the problem solving process. Additionally, none of them could make the formal definition of problem and problem solving phases. A consistent relationship between the conceptions of the participants and their practices in the clinical interviews they conducted with the eighth grade students was discovered.

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