Abstract:

Research on methods used to solve problem tasks in elementary mathematics provides insights into the solver's thought processes and abilities. The main aim of the article is to analytically examine solving strategies for selected types of elementary mathematics tasks from the perspective of thought processes used by future teachers in primary education. The analysis focused on identifying the strategies and types of representation used in the process of task-solving process, providing key information about the thought processes of the solvers. The results of a qualitative analysis of written solutions to mathematical problems solved by students (n=42), a group of future teachers in the first stage of primary school, are presented.

The research aims to carry out a qualitative analysis of the solving approaches to a specific divergent problem math task (the non-empty intersection problem) to:
- Identify the types of representation of objects in the task.
- Specify indicators of the development of mathematical competencies of prospective teachers in primary education

The results indicate the use of different models of object representations in the task assignment. However, limitations were identified in the level of presentation and explanation of the applied solution procedure.
Based on the analysis results, indicators for the development of mathematical competencies in primary education teachers are specified. The findings of this research could serve as a foundation for enhancing mathematical competencies.

The paper is supported by the project:
VEGA 1/0468/25 Thought processes in mathematics: specification of mathematical competencies development indicators of teachers in primary education

Keywords:

Solving Strategies, Thought Processes, Divergent Math task, Mathematical Competence.