Primary teachers' conceptions and beliefs about mathematical problems, its resolution and teaching

Authors

  • Juan Luis Piñeiro Universidad de Granada
  • Elena Castro-Rodríguez Universidad de Granada
  • Enrique Castro Universidad de Granada

DOI:

https://doi.org/10.35763/aiem.v0i16.253

Keywords:

Teacher thinking, school mathematics, mathematics teaching, problem solving, primary education

Abstract

In this work, we examine conceptions and beliefs expressed by a group of in-service primary teachers about notions related to problem solving. A questionnaire with open questions was applied to 36 Chilean teachers. Our analysis revealed that participants hold a problem' conception related to searching for a solution, characterizing them according to levels of difficulty, as a task with context and for which resolution mathematical procedures are used. The problem-solving process is characterized through phases, with an emphasis on finding the solution and the application of strategies. Effective teaching in this domain is characterized through resolution phases and use of contextualized problems.

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Published

2019-10-31

How to Cite

Piñeiro, J. L., Castro-Rodríguez, E., & Castro, E. (2019). Primary teachers’ conceptions and beliefs about mathematical problems, its resolution and teaching. Advances of Research in Mathematics Education, (16), 57–72. https://doi.org/10.35763/aiem.v0i16.253

Issue

No. 16 (2019)

Section

Artículos

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