A Study of Preservice Elementary Teachers Learning Mathematics Through Problem-based Learning and Problem Solving

Abstract

This dissertation reports a mixed-methods study of preservice elementary teachers learning mathematics through problem-based learning (PBL) and problem solving that was conducted during the fall 2012 semester at Middle Tennessee State University. The study used grounded theory data analyses to investigate preservice elementary teachers learning mathematics through PBL and problem solving. Comparative analyses between two control groups and an experimental group were conducted to investigate the possible benefits of learning mathematics through PBL and problem solving. In addition to preservice elementary teachers' mathematics content knowledge, special attention was given in data collection and analyses to the preservice elementary teachers' mathematics anxiety, attitudes toward mathematics, and their role in learning mathematics in a PBL environment.

The results of the grounded theory analyses found main categories that preservice elementary teachers perceived as influential to their learning mathematics through PBL and problem solving. The categories that emerged from the data were working with others to solve problems, relying on self for learning, creating problems, and teacher mini-lectures and other teacher facilitation.

Preservice elementary teachers' perceptions of the impact of learning mathematics through PBL and problem solving on their mathematics anxiety and attitudes toward mathematics are reported.

The results of the comparative analyses on mathematics content knowledge, mathematics anxiety, and attitudes toward mathematics are reported and connections are made to the qualitative results.

This report concludes with a summary and discussion of the results. Implications of the findings, connections to the literature, and suggestions for additional research are specified.