Iuliana Zsoldos-Marchis Self-regulation during pre-service primary school teachers’ mathematical problem solving Iuliana Zsoldos-Marchis Babes-Bolyai University, Cluj-Napoca, Romania This research was funded by Babes-Bolyai University, contract number GTC_34070/2013

Self-regulated learning Self-regulated learning (SRL) is an academically effective form of learning, through which the learner set goals and make plans before starting to learn; monitor and regulate his/her cognition, motivation and behavior during the learning process; and reflect on his/her learning process. Self-regulated learning skills are important for a successful mathematical problem solving.

Research design Goal: to study pre-service primary school teachers’ attitude towards Mathematics and their self-regulation during Mathematical problem solving. Sample: 202 Preschool and Primary School Pedagogy specialization students from Babes-Bolyai University: 196 (97,03%) female, 7 (2,97%) male students; 91 (45,05%) 1st year, 67 (33,17%) 2nd year, 44 (21,78%) 3rd year students.

Research design Instrument: questionnaire Containing: two demographical questions regarding the participants’ sex and year of study; 28 items related with the research topic, which are formulated as affirmations measured on a 4 point Likert scale. Cronbach’s alpha reliability for the questionnaire is 0.83.

Results Students’ attitude towards Mathematics and mathematical problem solving 1 – don’t agree, 2 – a bit agree, 3 – agree, 4 – strongly agree Affirmation Mean Stand. dev. 1 (%) 2 (%) 3 (%) 4 (%) I like Mathematics. 2.33 0.87 15.84 46.04 27.23 10.89 Mathematics is boring for me. 1.63 0.84 55.45 30.20 9.90 4.46 I like to solve mathematical problems. 2.37 0.89 17.82 39.60 32.18 10.40 Mathematics will be useful in my future. 2.79 0.77 3.47 46.03 18.32 Mathematics is difficult for me. 2.30 0.98 22.77 38.61 24.26 14.36 I am good in Mathematics. 2.19 0.86 23.27 31.68 5.45 I don’t like to solve more problems of the same type. 2.10 0.95 31.19 37.13 22.28 9.41 After I understand a method, I like to solve more problems of the same type. 26.24 34.65

Results Students’ attitude towards Mathematics and mathematical problem solving 1 – don’t agree, 2 – a bit agree, 3 – agree, 4 – strongly agree Affirmation Mean Stand. dev. 1 (%) 2 (%) 3 (%) 4 (%) I like Mathematics. 2.33 0.87 15.84 46.04 27.23 10.89 Mathematics is boring for me. 1.63 0.84 55.45 30.20 9.90 4.46 I like to solve mathematical problems. 2.37 0.89 17.82 39.60 32.18 10.40 Mathematics will be useful in my future. 2.79 0.77 3.47 46.03 18.32 Mathematics is difficult for me. 2.30 0.98 22.77 38.61 24.26 14.36 I am good in Mathematics. 2.19 0.86 23.27 31.68 5.45 I don’t like to solve more problems of the same type. 2.10 0.95 31.19 37.13 22.28 9.41 After I understand a method, I like to solve more problems of the same type. 26.24 34.65 64.35% of the students consider Mathematics useful for their future

Results 38.12% of the respondents like Mathematics Students’ attitude towards Mathematics and mathematical problem solving 1 – don’t agree, 2 – a bit agree, 3 – agree, 4 – strongly agree 38.12% of the respondents like Mathematics Affirmation Mean Stand. dev. 1 (%) 2 (%) 3 (%) 4 (%) I like Mathematics. 2.33 0.87 15.84 46.04 27.23 10.89 Mathematics is boring for me. 1.63 0.84 55.45 30.20 9.90 4.46 I like to solve mathematical problems. 2.37 0.89 17.82 39.60 32.18 10.40 Mathematics will be useful in my future. 2.79 0.77 3.47 46.03 18.32 Mathematics is difficult for me. 2.30 0.98 22.77 38.61 24.26 14.36 I am good in Mathematics. 2.19 0.86 23.27 31.68 5.45 I don’t like to solve more problems of the same type. 2.10 0.95 31.19 37.13 22.28 9.41 After I understand a method, I like to solve more problems of the same type. 26.24 34.65

Results 42.58% of the respondents like to solve mathematical problems. Students’ attitude towards Mathematics and mathematical problem solving 1 – don’t agree, 2 – a bit agree, 3 – agree, 4 – strongly agree Affirmation Mean Stand. dev. 1 (%) 2 (%) 3 (%) 4 (%) I like Mathematics. 2.33 0.87 15.84 46.04 27.23 10.89 Mathematics is boring for me. 1.63 0.84 55.45 30.20 9.90 4.46 I like to solve mathematical problems. 2.37 0.89 17.82 39.60 32.18 10.40 Mathematics will be useful in my future. 2.79 0.77 3.47 46.03 18.32 Mathematics is difficult for me. 2.30 0.98 22.77 38.61 24.26 14.36 I am good in Mathematics. 2.19 0.86 23.27 31.68 5.45 I don’t like to solve more problems of the same type. 2.10 0.95 31.19 37.13 22.28 9.41 After I understand a method, I like to solve more problems of the same type. 26.24 34.65 42.58% of the respondents like to solve mathematical problems.

Results Students’ attitude towards Mathematics and mathematical problem solving 1 – don’t agree, 2 – a bit agree, 3 – agree, 4 – strongly agree Affirmation Mean Stand. dev. 1 (%) 2 (%) 3 (%) 4 (%) I like Mathematics. 2.33 0.87 15.84 46.04 27.23 10.89 Mathematics is boring for me. 1.63 0.84 55.45 30.20 9.90 4.46 I like to solve mathematical problems. 2.37 0.89 17.82 39.60 32.18 10.40 Mathematics will be useful in my future. 2.79 0.77 3.47 46.03 18.32 Mathematics is difficult for me. 2.30 0.98 22.77 38.61 24.26 14.36 I am good in Mathematics. 2.19 0.86 23.27 31.68 5.45 I don’t like to solve more problems of the same type. 2.10 0.95 31.19 37.13 22.28 9.41 After I understand a method, I like to solve more problems of the same type. 26.24 34.65 69.30% of the respondents like to solve more problems with the same method.

Results How students solve mathematical problems 1 – don’t agree, 2 – a bit agree, 3 – agree, 4 – strongly agree Affirmation Mean Stand dev 1 (%) 2 (%) 3 (%) 4 (%) After I read the problem, I reformulate the text with my own words. 2.61 0.98 15.84 26.23 38.12 19.80 After I read the problem, I extract the data from it. 3.28 0.75 1.98 12.38 41.58 44.06 While solving the problem, I check, if I used all the given data. 3.07 0.84 5.45 15.35 46.04 33.17 After I solve the problem, I check, if the result is correct. 3.12 0.87 3.96 20.30 35.64 40.10 After I solve a problem, I think, if it could have been solved with a different method. 1.97 0.94 39.60 30.69 23.27 6.44

Results Students have good approach to a new problem: How students solve mathematical problems 1 – don’t agree, 2 – a bit agree, 3 – agree, 4 – strongly agree Students have good approach to a new problem: 57.92% reformulate the text 85.64% extract the data Affirmation Mean Stand dev 1 (%) 2 (%) 3 (%) 4 (%) After I read the problem, I reformulate the text with my own words. 2.61 0.98 15.84 26.23 38.12 19.80 After I read the problem, I extract the data from it. 3.28 0.75 1.98 12.38 41.58 44.06 While solving the problem, I check, if I used all the given data. 3.07 0.84 5.45 15.35 46.04 33.17 After I solve the problem, I check, if the result is correct. 3.12 0.87 3.96 20.30 35.64 40.10 After I solve a problem, I think, if it could have been solved with a different method. 1.97 0.94 39.60 30.69 23.27 6.44

Results Students have good control during problem solving: How students solve mathematical problems 1 – don’t agree, 2 – a bit agree, 3 – agree, 4 – strongly agree Students have good control during problem solving: 79.21% check, if they used all the data 75.74% check, if the result is correct Affirmation Mean Stand dev 1 (%) 2 (%) 3 (%) 4 (%) After I read the problem, I reformulate the text with my own words. 2.61 0.98 15.84 26.23 38.12 19.80 After I read the problem, I extract the data from it. 3.28 0.75 1.98 12.38 41.58 44.06 While solving the problem, I check, if I used all the given data. 3.07 0.84 5.45 15.35 46.04 33.17 After I solve the problem, I check, if the result is correct. 3.12 0.87 3.96 20.30 35.64 40.10 After I solve a problem, I think, if it could have been solved with a different method. 1.97 0.94 39.60 30.69 23.27 6.44

Results How students solve mathematical problems 1 – don’t agree, 2 – a bit agree, 3 – agree, 4 – strongly agree Affirmation Mean Stand dev 1 (%) 2 (%) 3 (%) 4 (%) After I read the problem, I reformulate the text with my own words. 2.61 0.98 15.84 26.23 38.12 19.80 After I read the problem, I extract the data from it. 3.28 0.75 1.98 12.38 41.58 44.06 While solving the problem, I check, if I used all the given data. 3.07 0.84 5.45 15.35 46.04 33.17 After I solve the problem, I check, if the result is correct. 3.12 0.87 3.96 20.30 35.64 40.10 After I solve a problem, I think, if it could have been solved with a different method. 1.97 0.94 39.60 30.69 23.27 6.44 Only 29.71% of the students try to solve a problem with more methods.

Results How students solve mathematical problems (cont.) 1 – don’t agree, 2 – a bit agree, 3 – agree, 4 – strongly agree Affirmation Mean Stand dev 1 (%) 2 (%) 3 (%) 4 (%) If I can’t solve a problem, I read its text more times. 3.19 0.83 3.96 14.85 39.11 42.98 If I can’t solve a problem, I search for a similar worked example. 3.06 0.96 7.43 15.84 40.10 36.63 If I can’t solve a problem, I ask for help. 2.94 0.86 6.44 20.79 45.05 27.72 If I can’t solve a problem, I give up quickly. 1.99 0.88 31.68 44.96 17.33 6.93

Results Students have good help seeking strategies: How students solve mathematical problems (cont.) 1 – don’t agree, 2 – a bit agree, 3 – agree, 4 – strongly agree Students have good help seeking strategies: 82.09 % reread the text 76.73% search for similar worked examples 72.77% ask for help Affirmation Mean Stand dev 1 (%) 2 (%) 3 (%) 4 (%) If I can’t solve a problem, I read its text more times. 3.19 0.83 3.96 14.85 39.11 42.98 If I can’t solve a problem, I search for a similar worked example. 3.06 0.96 7.43 15.84 40.10 36.63 If I can’t solve a problem, I ask for help. 2.94 0.86 6.44 20.79 45.05 27.72 If I can’t solve a problem, I give up quickly. 1.99 0.88 31.68 44.96 17.33 6.93

Conclusions more than one third of the students likes Mathematics and enjoy solving mathematical problems; two third of the respondents consider Mathematics useful for their future; almost one third of the students don’t like to solve more problems of the same type, they prefer diversity as regarding problem types. Students are aware of the utility of Mathematics in their future carrier, but they see learning Mathematics as memorizing rules, solving methods and strategies.

Conclusions almost three quarters of the students have a good approach when analyzing a new problem; students have a good control during problem solving; only less then one third of the students try to solve a problem using more methods; they have a good behavior when they can’t solve the problem. Students have good problem solving behavior.

Thank your for your attention!