Problem types used in math lessons: the relationship between student achievement and teacher preferences

Abstract

The purpose of this study was to determine the relationship between the problems teachers preferred in mathematics lessons and student achievement in different types of problems. In accordance with this purpose, nine mathematics teachers were interviewed, and corresponding problems were prepared and administered to 225 eighth-grade students. The findings indicate that problem types are dependent on teacher preferences. It was found that curriculum-dependent and routine problems were dominant for teacher preferences. Students are more successful at with missing data, problems that are visual and do not require the use of different strategies. They have lower success at long problems, those that contain irrelevant data, problems that require the use of different strategies and difficult problem types. It was found that problem types at which students were successful and which teachers preferred were related. These results relay information about problems used in the learning environment and effect of problem-solving experiences on students' success.

Keywords:

• students' performance
• mathematical problems
• problem solving
• types of mathematical problems
• teacher preferences

Disclosure statement

A part of this study was presented as an oral presentation at the IX. Mathematics Symposium (20–22 October 2010), Trabzon, Turkey.