Problem-solving process of pre-service mathematics teachers in statistics
DOI:
https://doi.org/10.24071/icre.v1i1.45Keywords:
mathematical thinking, pre-service teachers, problem-solving, qualitative analysis, statistics educationAbstract
Problem-solving skills are essential for pre-service mathematics teachers as a foundation for guiding students in addressing mathematical challenges. However, students’ problem-solving abilities in statistics courses remain relatively low. This study aims to analyze the problem-solving processes of pre-service mathematics teachers in a statistics course at Universitas Muria Kudus, Indonesia, based on their levels of problem-solving ability. Employing a qualitative–exploratory design, data were collected through statistical problem-solving tests and in-depth interviews, and then analyzed using Miles and Huberman’s qualitative framework, which involves data reduction, data display, and conclusion drawing. Thirty-three students participated and were categorized into five ability levels. The results indicate that students with very high abilities demonstrated systematic reasoning, accurate hypothesis testing, and reflective evaluation. Students with high abilities completed calculations correctly, but often neglected modelling and identification of known elements. Those with moderate abilities could represent and solve problems, but they often skipped strategic planning. Meanwhile, students with low and very low abilities relied mainly on procedural computation without conceptual understanding. The study provides valuable insights for improving pedagogical strategies to strengthen statistical problem-solving competence among pre-service mathematics teachers.
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