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All Journal Profesi Pendidikan Dasar
Mapotse, Tomé Awshar
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Education Mathematics Other

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Exploring Pre-Service Teachers' Understanding of Join and Separate Word Problems in the Foundation Phase (Grades 1-3). Cheva, Gift; Mapotse, Tomé Awshar
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.7084

Abstract

This study explores pre-service teachers’ understanding of different types of join and separate word problems, focusing on their ability to construct word problems from given number sentences. It is a descriptive qualitative study. The participants were second-year pre-service foundation phase teachers taking mathematics learning courses at a public university. Data were collected through number sentence tasks and analysed using a qualitative content analysis procedure. The findings of this study revealed that pre-service teachers demonstrated challenges in correctly formulating word problems from change-unknown and start-unknown scenarios. The findings further reveal that pre-service teachers conflate additive and subtractive reasoning. The findings suggest that pre-service teachers rely on rote memory rather than a deeper understanding of mathematical relations. In addition, the study revealed common misconceptions, particularly in framing “change-unknown” and “result-unknown” problems, where pre-service teachers struggled to model real-life contexts accurately. Findings suggest the need for teacher education programs to focus more explicitly on developing a deep understanding of word problem structure. Initial teacher education programs should include word problem formulation and problem-solving tasks in all five mathematics learning areas, thereby underlining the importance of this research
Co-Authors Cheva, Gift