STport Forum

Pre-service teachers' views and uses of Problem-Solving in Math
Note: I understand that all information is confidential. I will not be personally identified in any reports. I agree to complete the online survey for research purposes and that the data derived from this anonymous survey may be made available for the general public in the form of public presentations, journals or newspaper articles, and/or in books. I understand the online survey involves questions about teaching and using problem-solving. All questions will address professional issues.

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I understand that I can contact Dr. Cushman if I have any questions about the survey and my rights as a participant. I am aware that my consent will not directly benefit me, but will provide data for Dr. Cushman to improve the survey for others. If you have any questions regarding this survey please contact Dr. Jane Cushman at (716)878-6319 or jcushman@math.buffalostate.edu.

Participant's Name (optional)
and Professor's name:
Gender Ethnicity Age Year in college?
Type of Certification:
(1-6) or (5-12) or (5-9) or (7-12)?

Extremely important

Very important

Somewhat important

Not very important

Not important at all

Think about the following characteristics of problem-solving teaching methods. For each question, please choose the response which indicates how important that particular characteristic is in teaching people to become better problem solvers.

How important is the concept of ______________ in teaching people to become better problem solvers?

Learning from other students?

The students (not the teacher) solving problems?

The teacher helping or giving hints when appropriate, but without providing solutions?

Students individually (and outside of class) describing in detail the approach they chose in attempting to solve the problem?

Students presenting proposed solutions to their peers in the classroom?

Teachers assessing whether each student has demonstrated mastery of each applicable approaches to problem-solving?

Having only a few problems to solve so that students are able to explore different gradients of solutions to the problem?

Accepting that many different methods of solving a problem can result in the correct answer?

A low-pressure atmosphere in the classroom?

Students working primarily in cooperative groups?

For the last set of questions, think about how likely you would be to use, in your own mathematics classroom(s), the following concepts related to teaching people to become better problem solvers.

How likely are you to use the concept of ___________ in teaching your own mathematics class?

Extremely important

Very important

Somewhat important

Not very important

Not important at all

Learning from other students?

The students (not the teacher) solving problems?

The teacher helping or giving hints when appropriate, but without providing solutions?

Students individually (and outside of class) describing in detail the approach they chose in attempting to solve the problem?

Students presenting proposed solutions to their peers in the classroom?

Teachers assessing whether each student has demonstrated mastery of each applicable approaches to problem-solving?

Having only a few problems to solve so that students are able to explore different gradients of solutions to the problem?

Accepting that many different methods of solving a problem can result in the correct answer?

A low-pressure atmosphere in the classroom?

Students working primarily in cooperative groups?

By clicking "Submit" below I freely provide consent and acknowledge my rights as a voluntary research participant as outlined above and provide consent to Dr. Cushman to use my information in evaluating the survey.

Participant's Name (optional) and Professor's name:	Gender	Ethnicity	Age	Year in college?	Type of Certification: (1-6) or (5-12) or (5-9) or (7-12)?
	Extremely important	Very important	Somewhat important	Not very important	Not important at all
Think about the following characteristics of problem-solving teaching methods. For each question, please choose the response which indicates how important that particular characteristic is in teaching people to become better problem solvers. How important is the concept of ______________ in teaching people to become better problem solvers?
Learning from other students?
The students (not the teacher) solving problems?
The teacher helping or giving hints when appropriate, but without providing solutions?
Students individually (and outside of class) describing in detail the approach they chose in attempting to solve the problem?
Students presenting proposed solutions to their peers in the classroom?
Teachers assessing whether each student has demonstrated mastery of each applicable approaches to problem-solving?
Having only a few problems to solve so that students are able to explore different gradients of solutions to the problem?
Accepting that many different methods of solving a problem can result in the correct answer?
A low-pressure atmosphere in the classroom?
Students working primarily in cooperative groups?
For the last set of questions, think about how likely you would be to use, in your own mathematics classroom(s), the following concepts related to teaching people to become better problem solvers. How likely are you to use the concept of ___________ in teaching your own mathematics class?
	Extremely important	Very important	Somewhat important	Not very important	Not important at all
Learning from other students?
The students (not the teacher) solving problems?
The teacher helping or giving hints when appropriate, but without providing solutions?
Students individually (and outside of class) describing in detail the approach they chose in attempting to solve the problem?
Students presenting proposed solutions to their peers in the classroom?
Teachers assessing whether each student has demonstrated mastery of each applicable approaches to problem-solving?
Having only a few problems to solve so that students are able to explore different gradients of solutions to the problem?
Accepting that many different methods of solving a problem can result in the correct answer?
A low-pressure atmosphere in the classroom?
Students working primarily in cooperative groups?