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

dc.contributor.advisor Miller, Loretta en_US
dc.contributor.author Banes, Brandon Cody en_US
dc.contributor.committeemember Barlow, Angela en_US
dc.contributor.committeemember Rowell, Ginger en_US
dc.contributor.committeemember Strayer, Jeremy en_US
dc.contributor.committeemember Goodin, Terry en_US
dc.contributor.department Basic & Applied Sciences en_US
dc.date.accessioned 2014-06-02T19:07:53Z
dc.date.available 2014-06-02T19:07:53Z
dc.date.issued 2013-11-06 en_US
dc.description.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. en_US
dc.description.abstract 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. en_US
dc.description.abstract 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. en_US
dc.description.abstract 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. en_US
dc.description.abstract 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. en_US
dc.description.degree Ph.D. en_US
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/3687
dc.publisher Middle Tennessee State University en_US
dc.subject Attitudes toward mathematics en_US
dc.subject Mathematic anxiety en_US
dc.subject Preservice elementary teachers en_US
dc.subject Problem-based learning en_US
dc.subject Problem posing en_US
dc.subject Problem solving en_US
dc.subject.umi Mathematics education en_US
dc.subject.umi Teacher education en_US
dc.subject.umi Elementary education en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.thesis.degreelevel Doctoral en_US
dc.title A Study of Preservice Elementary Teachers Learning Mathematics Through Problem-based Learning and Problem Solving en_US
dc.type Dissertation en_US
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Banes_mtsu_0170E_10192.pdf
Size:
1.5 MB
Format:
Adobe Portable Document Format
Description: