Pre-service teachers' perceptions of an online mathematical problem solving course

A constructivist approach

Abstract

This study was conducted to investigate the effectiveness of teaching a mathematical problem solving course via the Web using a social constructivist approach. This study looked at participants’ perceptions and satisfactions with the online learning environment. A total of 37 pre-service teacher trainees at the Batu Lintang Teacher Institute, Sarawak, Malaysia were the participants of this study. In this online course, the participants were required to complete the course online without face-to-face classes and they were also required to solve authentic mathematical problems in small group of 4-5 participants based on the Polya’s Problem Solving Model via online asynchronous discussion. The online asynchronous discussion enabled the participants to discuss and share knowledge and solutions. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the online learning. Findings in this study showed that majority of the participants were satisfied with their learning experiences in the course. The participants also perceived that they need to have positive attitudes, self discipline, self- independence, and self confidence to succeed in the course. Some of the difficulties faced by the participants in the course were technical problems, inadequate computer training for some of the required software and feeling of isolation. Thus, the online mathematical problem solving course using the social constructivist approach was appropriate and ought to be given serious attention as an alternative to traditional classes. Nonetheless, pedagogical considerations should be taken into account in designing and implementing online courses to minimise problems that participants might encounter while participating in such courses.