Elementary teachers’ experience of engaging with Teaching Through Problem Solving using Lesson Study

For many decades, problem solving has been a focus of elementary mathematics education reforms. Despite this, in many education systems, the prevalent approach to mathematics problem solving treats it as an isolated activity instead of an integral part of teaching and learning. In this study, two ma...

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Bibliographic Details
Published in:Mathematics education research journal 2023-12, Vol.35 (4), p.901-927
Main Authors: Hourigan, Mairéad, Leavy, Aisling M.
Format: Article
Language:English
Subjects:
Beliefs
Communities of Practice
Education
Education reform
Educational Change
Elementary School Mathematics
Elementary School Teachers
Faculty Development
Foreign Countries
Mathematical analysis
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Original
Original Article
Problem Solving
Professional development
Teacher Attitudes
Teacher Educators
Teachers
Teaching
Teaching Methods
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Summary:For many decades, problem solving has been a focus of elementary mathematics education reforms. Despite this, in many education systems, the prevalent approach to mathematics problem solving treats it as an isolated activity instead of an integral part of teaching and learning. In this study, two mathematics teacher educators introduced 19 Irish elementary teachers to an alternative problem solving approach, namely Teaching Through Problem Solving (TTP), using Lesson Study (LS) as the professional development model. The findings suggest that the opportunity to experience TTP first-hand within their schools supported teachers in appreciating the affordances of various TTP practices. In particular, teachers reported changes in their beliefs regarding problem solving practice alongside developing problem posing knowledge. Of particular note was teachers’ contention that engaging with TTP practices through LS facilitated them to appreciate their students’ problem solving potential to the fullest extent. However, the planning implications of the TTP approach presented as a persistent barrier.
ISSN:1033-2170
2211-050X
DOI:10.1007/s13394-022-00418-w