Korean and US Preservice Elementary Teachers' Conceptions about Teaching Word Problem Solving

This study explored some of the factors that influence preservice elementary teachers' instructional planning in word problem solving. Interview protocols of Korean (n = 25) and US preservice teachers (n= 21) were analyzed and categorized into a set of constructs elicited from their statements regarding instructional planning and processes. Three general conceptions expressed by preservice elementary teachers in both countries were: instructional strategies, concerns about student ability, and prior learning experiences. More similarities than differences were found between the two countries. However, those differences found in each subcategory of the three general conceptions reflected participants' educational and cultural backgrounds. The need for future investigations was discussed based on the current findings.

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