Investigating the Effect of Mathematics Education Based on Open-Answer Problems on Student-Teacher Learning and Attitudes

This study was conducted to investigate the effect of mathematics education based on open-ended questions on the learning and attitude of student teachers. This study was conducted with an applied purpose and in terms of data collection method, it was conducted with a quasi-experimental method with two control and experimental groups. The statistical population of this study was all male student teachers majoring in elementary education at Farhangian University, Shahid Beheshti Campus, Hormozgan in 1401-1402. The experimental sample was an available sample from the mathematics classes of this campus, which were randomly divided into two control and experimental groups.The measurement tool used to measure students' attitudes was based on the Mathematics Attitude Test, the Palacios and Arias and Arias (2014) questionnaire to measure mathematical attitudes, and the researcher-made questionnaire to assess mathematical knowledge and mathematical learning and the ability of student teachers in problem-solving strategies. Problem-based training was implemented for the experimental group during 8 training sessions.
Data analysis was conducted using multivariate analysis of covariance using SPSS18 software. The results showed that education based on open-ended questions, along with traditional teaching-learning methods, is effective on the learning and mathematical attitudes of student teachers at Shahid Beheshti Campus, Hormozgan.
Statistical tests were conducted using SPSS 18, focusing on descriptive statistics, including measures of central tendency and dispersion, as well as graphical representations. For the inferential statistics section, multivariate analysis of covariance (MANCOVA) was employed. The results confirmed the significance of the experimental group's performance compared to the control group in the post-test and also relative to their previous performance in the pre-test. The experimental group not only achieved a higher average in solving problems but also presented a wider variety of strategies in their responses.The results indicated that open-ended problem-based instruction, alongside traditional teaching and learning methods, can positively impact the mathematical learning and attitudes of student teachers at Shahid Beheshti Campus in Hormozgan.