Nine Seventh-Grade Teachers' Knowledge and Planning of Problem-Solving Instruction

Burns, Robert B.; Lash, Andrea A.

doi:10.1086/461545

Cited by 12 publications

(6 citation statements)

References 7 publications

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“…Johnson, 1944;Webb & Sherrill, 1974). But findings such as Burns and Lash (1988) are reflective of the instructional practice teachers engaged in, i.e., "showing students how to do problems and allowing them to practice similar ones were the accepted teaching techniques for ... problem solving. … Concerns about how to teach problem solving were not a major part of the teachers' planning" (p. 378).…”

Section: Knowledge Of Problem-solving Instructionmentioning

confidence: 99%

Mathematics teachers’ knowledge for teaching problem solving

Chapman

2015

LUMAT

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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.

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Section: Knowledge Of Problem-solving Instructionmentioning

confidence: 99%

Mathematics teachers’ knowledge for teaching problem solving

Chapman

2015

LUMAT

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“…Failing to carefully consider key teaching components in lesson plans might be due to teachers' beliefs. For example, some teachers believe that students should not be shown how to solve problems and should instead figure out how to solve problems themselves (Burns & Lash, 1988). Beliefs like this were more popular in classrooms where teachers misunderstood constructivism as a theory for teaching rather than a theory of learning (Anderson, Reder, & Simon, 2000).…”

Section: Prior Research On Lesson Planningmentioning

confidence: 99%

Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans

Ding

Carlson

2013

The Elementary School Journal

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“…It is interesting to notice that teachers' conceptions of problem solving have not much developed in the time slot of 20 years: Burns and Lash (1988) reported that teachers had a limited knowledge of teaching techniques and that teachers' concerns focused on collection of materials. Also Grouws et al (1990) singled out that teachers' interests in problem solving means mainly verbal tasks and their collection.…”

Section: Discussionmentioning

confidence: 99%

“…Here we discuss briefly six of them, as examples. Burns and Lash (1988) examined how teachers' conceptions about teaching mathematics influence the manner in which they plan instruction in mathematical problem solving. Results demonstrated that teachers had a limited knowledge of teaching techniques and that teachers' concerns focused more on collection of materials and resources than on how to teach problem solving.…”

Section: Earlier Research On Teachers' Conceptions Of Problem Solvingmentioning

confidence: 99%

Finnish Elementary Teachers’ Conceptions on Problem Solving in Mathematics Teaching

Sivunen¹,

Pehkonen²

2009

Beliefs and Attitudes in Mathematics Education

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According to the curriculum (NBE, 2004), improving pupils' problem solving skills is an important objective. Teachers' role is crucial in carrying out the objectives of the curriculum. Especially their conceptions influence decisions they make when teaching mathematics. The purpose of this paper is to figure out what kind of conceptions elementary teachers have concerning problem solving and its teaching in mathematics. The data was gathered with a questionnaire consisting of open questions during springs 2006 and 2007. All the elementary teachers (grades 1-6) of the city Kerava (N = 103) in the southern Finland was given the questionnaire, but the responding rate was only 41%. According to teachers, problem solving in mathematics means various problems, strategies, mathematics in everyday situations, pupils' own thinking and applying previously learned skills. In the teachers' conceptions of teaching problem solving in mathematics, concrete and practical approaches are emphasized.

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Nine Seventh-Grade Teachers' Knowledge and Planning of Problem-Solving Instruction

Cited by 12 publications

References 7 publications

Mathematics teachers’ knowledge for teaching problem solving

Mathematics teachers’ knowledge for teaching problem solving

Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans

Finnish Elementary Teachers’ Conceptions on Problem Solving in Mathematics Teaching

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