Exploring problem-solving through the intervention of technology and Realistic Mathematics Education in the Calculus content course

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.

Keywords

• pre-service teacher education
• problem-solving
• realistic mathematics education
• technology