Unraveling Mathematical Problem‐Solving: Conceptualization and Performance in Preservice Teachers

ABSTRACT This study explored the relationship between preservice teachers' (PSTs') conceptualization of mathematical problem‐solving and their performance. Fifty‐six PSTs engaged in a two‐part questionnaire that included prompts related to their views and understanding of problem‐solving as well as an authentic mathematical task. Results revealed that 47% of participants perceived problem‐solving as a means to find a solution, 41% conceptualized it as a skill with steps or strategies, and 7% viewed it as a process of discovery or reflection. For the mathematical task, we explored outcomes across five dimensions: understanding, representation, communication, accuracy, and reflection. Results showed that most PSTs were placed in the developing category for understanding, representation, and communication. Nearly half were placed in an emerging category for accuracy. For the reflection category, most PSTs were split between the developing and emerging levels. Furthermore, significant correlations existed between PSTs' problem‐solving views and their performance; for example, those seeing it as an art performed better overall. This study ends with implications aimed at improving PSTs' educational experiences in mathematical problem‐solving.