Abstract
Concerns have been raised requiring mathematics educators to engage learners in solving mathematics problems using multiple solution strategies. Such practices enable learners to develop critical thinking skills and problem solving abilities. The aim of this study was to explore pre-service mathematics teachers’ ability to solve geometry tasks in multiple ways. The study adopted the interpretive e paradigm and was qualitative in nature. The participants of the study were 8 pre-service teachers who were purposively selected based on voluntary participation. Data were generated using three geometry questions that had the potential to be solved in multiple ways. One question each on parallel lines, triangles and quadrilateral. The participants were first required to provide solution to the tasks, after which they were interviewed if the tasks could be solved in another way(s). The results showed that some of the pre-service teachers had limited knowledge in devising strategies to solve the geometry tasks. It was also found that many of the participants had limited knowledge in using multiple strategies to solve the geometry tasks. It was recommended that mathematics teacher educators should make a conscious effort to expose or deepen their pre-service teachers’ knowledge on multiple strategies of solving problems in geometry and mathematics in general. The study may be helpful to in-service teachers as they reflect on whether or not they use multiple approaches in devising solutions to mathematical tasks, particularly in geometry.
Author Information
Ernest Larbi, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Ghana
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