Multiple Solutions to Problems in Mathematics Teaching: Do Teachers Really Value Them?

Erhan Bingolbali
2011 Australian Journal of Teacher Education  
Solving problems in different ways is strongly advised for mathematics learning and teaching. There is, however, little data available on the examination of teachers' openness to and evaluation of different solutions to the problems. In this paper, the author examines classroom teachers' openness to different solutions (or to what extent they value different solutions) to problems and how they evaluate (grade) these solutions. For this purpose, two questionnaires including items on students'
more » ... ems on students' different solutions are applied to about 500 classroom teachers. In this paper, only two items related to the focus of the study are analysed. The findings show that teachers do not value different solutions and have difficulties in grading students' different solutions. The issues that these findings raise are discussed in detail.
doi:10.14221/ajte.2011v36n1.2 fatcat:7syqwpwyprcmtl7tdpsr5foz4m