The purpose of this study is to configure the landscape of empirical mathematics educational research on problem-solving in teacher education, and thereby disentangle how mathematical problem-solving is understood and used. The method consists of a configurative review of empirical mathematics education research on problem-solving in teacher education. A two-dimensional model is presented to illustrate how different aspects of problem-solving in teacher education are connected to and complement each other. Using the model, the configuration results in the proposition of four major categories of research on problem-solving in teacher education. The result indicates an almost equal distribution of research which views problem-solving as an aim for mathematics education versus research which views problem-solving as a means for learning mathematics. However, within the former, roughly three quarters of the articles focus on content knowledge, and only a quarter on pedagogical content knowledge. Implications for teacher education and future research are discussed.
I detta kapitel undersöker jag spänningsfält mellan matematikundervisningens och problemlösningens varför och hur. Mer specifikt undersöks diskurser om problems användning i matematikundervisningen i sammanvävningen mellan matematik och problemlösning. Det övergripande syftet med studien är att synliggöra hur denna sammanvävning iscensätts och legitimeras i vår tid genom att se tillbaka i historien och studera texter från 1840-talet och framåt. Genom diskursanalys ses texterna som uttryck för vad som ger mening i ett specifikt sammanhang och en specifik tid gällande problemlösning och matematikundervisning. I resultatet framträder diskursiva sanningar om matematikundervisningens varför och hur, där matematikundervisningens syfte och utformning av undervisningen diskuteras. Vidare diskuteras att spänningsfältet mellan de diskursiva sanningarna om matematikundervisning och problemlösning hela tiden gör sig gällande, samt hur resultatet relateras till olika positioneringar av elever.
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