Teachers' Attitudes Towards Problem-Solving Mathematical Problems
DOI:
https://doi.org/10.55707/ds-po.v40i2.172Keywords:
problem-solving, valuation, self-evaluation, mathematics teachingAbstract
The aim of this research is to analyse and examine mathematics teachers` attitudes towards problem-solving in mathematics classes, implementing problem-solving, evaluating problem-solving, the impact of problem-solving on students and what challenges teachers face when solving problems. The respondents were teachers of mathematics (N=211) from four counties in Croatia, the City of Zagreb, Lika-Senj County, Split-Dalmatia County and Osijek-Baranja County. The results of this research show that teachers perform and assess both formatively and summatively, and that they face different challenges when solving problems in mathematics classes, although they are aware of the importance of problem-solving for students. Based on this data, we conclude that teachers teach problem-solving in mathematics classes, are aware of the challenges they and their students face, and recognise the importance of problem-solving for students. Teachers monitor and evaluate students' work and positively evaluate their own way of teaching problem-solving. In order for problem-solving to be carried out in the mathematics classes unencumbered, the challenges teachers face, especially the lack of time and the amount of material to be covered, must be mitigated.
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