Exploring collaborative problem-solving skills of pre-service elementary mathematics teachers via mathematics apparatus problems: Insights into social and cognitive skills

The aim of this study is to examine the collaborative problem-solving (CPS) skills of pre-service mathematics teachers in terms of social and cognitive outcomes. The research was designed using an instrumental case study approach. Participants consisted of 12 pre-service elementary mathematics teachers. Data collection tools included Mathematics Apparatus Problems (MAPs), a researcher diary, and a semi-structured interview form. During task-based interviews, pairs of participants were asked to collaboratively solve two different AMPs. The entire process was video recorded. Subsequently, individual semi-structured interviews were conducted with each participant. The collected data were analyzed using thematic and content analysis methods. Findings revealed that participants generally demonstrated core social skills such as participation and taking responsibility. However, limitations were observed in skills such as perspective-taking and self-evaluation. In terms of cognitive skills, participants showed limited proficiency in task planning and knowledge construction, highlighting a need for the development of higher-order thinking skills. A comparison of the two different MAPs types indicated that participants' social and cognitive skill levels varied depending on the nature of the tasks. Pre-service teachers perceived the CPS process as an effective learning environment that enhanced their communication skills and encouraged consideration of diverse perspectives, although they also reported challenges related to time management, leadership, and equal participation.