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Abstract

In Thai mathematics classrooms, there is a lack of attention to support students’ mathematical problem-solving skills by working from real-world contexts that make sense to students. This study investigated how pre-service mathematics teachers’ problem-solving can be explored in their content course, intervening with technology and Realistic Mathematics Education (RME) through the Mean Value Theorem (MVT) lesson. The study included nine pre-service mathematics teachers purposively selected from a public university in Thailand who attended a Calculus course. Data was collected from classroom artifacts, observation notes, and interviews. It was found in this study that the intervention of technology and RME in pre-service mathematics teachers’ content courses has the potential to build pre-service mathematics teachers’ problem-solving abilities. It was also discussed that the intervention could use RME to conceptualize mathematics theorem and cultivate Polya’s problem-solving steps. The findings provide light on the efficacy of using technology and RME in enhancing problem-solving skills among other content courses. They could be used to inform the creation of mathematics curricula and instructional strategies in undergraduate content courses for mathematics education programs.

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Pre-service Teacher Education Problem-solving Realistic Mathematics Education Technology

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Suparatulatorn, R., Jun-on, N., Hong, Y.-Y. ., Intaros, P., & Suwannaut , S. (2023). Exploring problem-solving through the intervention of technology and Realistic Mathematics Education in the Calculus content course. Journal on Mathematics Education, 14(1), 103–128. https://doi.org/10.22342/jme.v14i1.pp103-128
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