The Relationship between Secondary School Pre-Service Mathematics Teachers' Skills in Problem Solving Dimensions and Their Learning Style Characteristics

By Özgen, Kemal; Alkan, Hüseyin | Kuram ve Uygulamada Egitim Bilimleri, Spring 2012 | Go to article overview

The Relationship between Secondary School Pre-Service Mathematics Teachers' Skills in Problem Solving Dimensions and Their Learning Style Characteristics


Özgen, Kemal, Alkan, Hüseyin, Kuram ve Uygulamada Egitim Bilimleri


Abstract

The present study examined the potential relationship between 1st and 5th year secondary school pre-service mathematics teachers' skills in understanding, method, modelling, verification, and extension dimensions of oroblem solving and their learning style characteristics. The data consisted of the skills pre-service teachers demonstrated in the solution process of open-ended problems. For this purpose, a graded scoring rubric was developed specific to each problem. Regarding the relationships between problem solving dimensions and the characteristics of McCarthy's learning styles, it was assumed that type 1 learners' skills were more dominant ir the understanding dimension, type 2 learners' skills in the method and modelling dimensions, type 3 learners skills in the verification dimension, and type 4 learners' skills in the extension dimension. On the basis of this assumption, problem-solving skills and learning style characteristics were associated and interpreted. The results obtained suggested that 5th year pre-service teachers were better in representing the skills pertaining to type 1 and type 2 learning styles, while 1st year pre-service teachers were better in representing the skills pertaining to type 1 learning style only. On the other hand, it was observed that a great majority of the pre-service teachers had a low level of the skills pertaining to type 3 and type 4 learning styles.

Key Words

Problem Solving Skills, Learning Style, Pre-Service Mathematics Teachers

In order to interpret individual differences and to design educational models around these differences, individual learning styles have become an important consideration. Mutual characteristics of individual differences have been pivotal in the development of learning style models (Silver, Strong, & Perini, 1997). Kolb (1984) argued that individual differences n the learning process emerge n the perception/understanding and processing/transformation dimensions. According to Kolb's model, students are grouped in relation to their preferences for concrete experience or abstract conceptualisation (how students gain and comprehend knowledge) and active experimentation or reflective observation (how students transform and internalise knowledge) (Felder, 1996; Kolb).

According to McCarthy's (1985) learning styles model, dimensions of ndividual's understanding and processing are presented similar to Kolb's learning styles model; concrete experi-ence (feeling/sensing) - abstract conceptuali-sation (thinking) and active experimentation (doing) - reflective observation (watching), respectively. McCarthy identified four types of individual learning styles which are determined by a combination of information perception and processing dimensions; type one learners (imaginative learners), type two learners (analytic learners), type three learners (commonsense learners), and type four learners (dynamic learners) (McCarthy, 1990).

The 4MAT learning system, developed by McCarthy based on Kolb's "Experiential Le- arning Theory" and Jung's "Personality Types Theory" and findings of brain studies, is a "learning cycle" model with 8 instructional events (McCarthy, 1990). Each of McCarthy's four quadrants of learning styles includes right and leftmode brain and holistic oriented students. While a combination of alternative right and leftmode techniques in all four learning styles enables students to be relaxed in the situations that are in line with their learning styles, it also allows the students to overcome difficulties in si-tuations which are not within their learning style (McCarthy, 1990, pp. 32-33). The 8 instructional events of the 4MAT learning model are respectively: connect, attend, image, inform, practice, extend, refine, perform (McCarthy, Germain, & Lippitt, 2006, pp. 18-22).

Dunn (1983) argued that students could learn via learning methods convenient for themselves and approaches compatible to their learning styles.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Relationship between Secondary School Pre-Service Mathematics Teachers' Skills in Problem Solving Dimensions and Their Learning Style Characteristics
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.