The purpose of this study is to detect missing elements and identify supports required in teacher education to ensure teachers’ preparedness to teach problem-solving in mathematics. In order to do that, we analyzed journals of in-service mathematics teachers enrolled in a graduate course offered by a Canadian university in 2022. The course focused on the development of mathematical thinking. Participants were required to write a weekly journal describing previous problem-solving experiences, both as a student and as a teacher, and possible ongoing changes due to the course work. We confined the study group to only those teachers who had positive experiences with solving mathematical problems in the past. However, it became evident from teachers’ testimonies that having a favorable image of problem-solving was not sufficient for confident and proper implementation of the problem-solving approach in teaching. We found that prior to taking the course, teachers were not aware of many ideas identified in the research literature as fundamental to the success of the problem-solving process, let alone had the opportunity to test them in action. In this paper we discuss several such ideas. We conclude that dissemination of research recommendations regarding mathematical problem-solving coupled with actual problem-solving activities remains an important and desirable ingredient in teachers’ education and professional development. Our analysis of teachers’ journals suggests that prolonged simultaneous engagement with educational theory and mathematical practice of solving problems may be required for the development of problem-solving skills by teachers and their ability to pass these skills to their students.

Authors:
Margo Kondratieva, Memorial University, Canada

About the Presenter(s)
Margo Kondratieva is currently an Associate Professor of mathematics education at Memorial University of Newfoundland and Labrador, Canada.

See this presentation on the full schedule – Saturday Schedule

Bookmark