An investigation of mathematics teachers' knowledge of problem solving teaching approaches

The aim of this study is to examine the knowledge of mathematics teachers about problem solving and problem solving teaching approaches. This research is designed and conducted as a qualitative study. The study group was composed of elementary school mathematics teachers working in different regions of Turkey. 30 teachers voluntarily participated in the study. Interview questions prepared by the researcher were used as data collection tool. These questions consist of two stages, A and B. While it was desired to learn general information about problem and problem solving at the A stage, scenarios about different problem solving teaching approaches (teaching through problem solving, teaching for problem solving and teaching about problem solving) were given in the B stage and the views of the teachers were received about these scenarios. The data collected from the teachers were analyzed with the content analysis method. As a result of the analysis of the data, it was seen that the teachers had similar views about the problem (e.g. problem to be solved) and problem solving (e.g. overcoming the problem), however, it was seen that they had different views on using problem solving in their lessons. Teachers stated that they mostly do not use the "teaching about problem solving" approach in their lessons. For effective mathematics teaching, it has been revealed that teachers find the "teaching through problem solving" approach the most effective, and no teacher finds the "teaching for problem solving approach" effective on their own. It has been stated that the use of all three problem solving teaching approaches together in the lessons is considered ideal by some learners, nevertheless different problem solving approaches should be preferred for the needs of different student groups.