Document Type

Conference Proceeding




The purpose of this study was to understand alternative certification middle and high school teachers’ mathematical problem solving abilities and perceptions. Participants were given a problem solving examination and required to reflect upon their students’ and their own problem solving. Findings revealed there was a significant improvement in problem solving abilities for the teachers over the course of the semester, and there was a direct correlation between content knowledge and problem solving ability. Teachers perceived their students’ problem solving abilities as generally weak due to not understanding how to start a problem, lack of persistence, and poor literacy skills.

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