Modeling Chilean Mathematics Teachers’ Instructional Beliefs on Problem Solving Practices

2018 ◽  
Vol 17 (5) ◽  
pp. 1009-1029 ◽  
Author(s):  
Farzaneh Saadati ◽  
Gamal Cerda ◽  
Valentina Giaconi ◽  
Cristian Reyes ◽  
Patricio Felmer
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Instructional Beliefs

scholarly journals Mathematics teachers’ knowledge for teaching problem solving

2015 ◽  
Vol 3 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Olive Chapman
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematical Problem ◽  
Research Literature ◽  
Mathematical Problem Solving ◽  
Knowledge For Teaching ◽  
General Ability ◽  
Mathematics Knowledge ◽  
Teaching Problem ◽  
Problem Solvers

In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need to know to teach for problem-solving proficiency? This question is addressed based on a review of the research literature on problem solving in mathematics education. The article discusses the perspective of problem-solving proficiency that framed the review and the findings regarding six categories of knowledge that teachers ought to hold to support students’ development of problem-solving proficiency. It concludes that mathematics problem-solving knowledge for teaching is a complex network of interdependent knowledge. Understanding this interdependence is important to help teachers to hold mathematical problem-solving knowledge for teaching so that it is usable in a meaningful and effective way in supporting problem-solving proficiency in their teaching. The perspective of mathematical problem-solving knowledge for teaching presented in this article can be built on to provide a framework of key knowledge mathematics teachers ought to hold to inform practice-based investigation of it and the design and investigation of learning experiences to help teachers to understand and develop the mathematics knowledge they need to teach for problem-solving proficiency.

scholarly journals The Effect of Problem Solving Course on Pre-Service Teachers’ Beliefs about Problem Solving in School Mathematics and Themselves as Problem Solvers

2018 ◽  
Vol 12 (2) ◽  
pp. 141-159
Author(s):  
Ljerka Jukić Matić
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Teaching Practice ◽  
School Mathematics ◽  
Small Scale ◽  
Heuristic Strategies ◽  
Teachers Beliefs ◽  
Before And After ◽  
Problem Solvers ◽  
Positive Effect

Problem solving in schools begins with mathematics teachers. The degree to which mathematics teachers are prepared to teach for, about and through problem solving influences on their implementation of problem solving in school. We conducted a small scale study where we examined the effect of implementation of heuristic strategies and Polya’s steps in mathematics method course. We assessed pre-service teachers’ knowledge and attitudes about them as problem solvers before and after the course. Moreover we assessed their beliefs of problem solving in school mathematics. Those beliefs were assessed in two occasions: right after the course and after finished teaching practice. Although students’ knowledge on problem solving was improved, the results of students’ beliefs show that it is important that pre-service teachers, and consequently in-service teachers, are constantly reminded on the positive effect of constructivist and inquiry-based approach on teaching mathematics.

Investigating Problem-Solving Perseverance Using Lesson Study

2017 ◽  
Vol 111 (3) ◽  
pp. 207-212 ◽  
Author(s):  
Kristen N. Bieda ◽  
Craig Huhn
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Mathematics Teachers

Middle and high school mathematics teachers share what they learned about supporting students by conducting a series of three lesson studies.

Influence of a Mathematics Teachers' Circle on Elementary Teachers' Use of Problem Solving

2017 ◽  
Vol 117 (7-8) ◽  
pp. 317-328
Author(s):  
Mary L. Garner ◽  
Virginia Watson ◽  
Beth Rogers ◽  
Catherine Head
Keyword(s):  
Problem Solving ◽  
Elementary Teachers ◽  
Mathematics Teachers

The Difference between Problems and Answers

1984 ◽  
Vol 31 (7) ◽  
pp. 44-45
Author(s):  
Donovan R. Lichtenberg
Keyword(s):  
Problem Solving ◽  
Board Of Directors ◽  
Mathematics Teachers ◽  
The Board Of Directors ◽  
The Difference

With the publication of An Agenda for Action (NCTM 1980). the Board of Directors of the NCTM took the position that problem solving should be the focus of teaching endeavors during this decade. Many mathematics teachers, undoubtedly, have been more than willing to endorse the Board's position.

Teaching Problem Solving to Preservice Teachers

1982 ◽  
Vol 29 (6) ◽  
pp. 42-45
Author(s):  
Stephen Krulik ◽  
Jesse A. Rudnick
Keyword(s):  
Preservice Teachers ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Professional Journals ◽  
Teaching Problem ◽  
Education Conference

Problem solving! Problem solving! Problem solving! Wherever mathematics teachers turn today, they are confronted by these two words, whether it be when reading NCTM's An Agenda for Action, current educational sections of their newspapers, professional journals, or when attending a mathematics education conference. In fact, at the annual NCTM meeting in St. Louis approximately 20 percent of the sections had problem solving in either the description or the title of the talk.

Exploring Nonroutine Functions Algebraically and Graphically

2011 ◽  
Vol 104 (7) ◽  
pp. 508-513
Author(s):  
Christine P. Trinter ◽  
Joe Garofalo
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Multiple Representations ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Tasks ◽  
Preservice Mathematics Teachers

Nonroutine function tasks are more challenging than most typical high school mathematics tasks. In our classes of precalculus students and preservice mathematics teachers, we have found that nonroutine tasks encourage our students to expand their thinking about functions and their approaches to problem solving. As a result, they gain greater appreciation for the power of multiple representations and a richer understanding of functions.

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