Elementary Teachers' Experience of Engaging with Teaching through Problem Solving Using Lesson Study

Autor/inn/en	Hourigan, Mairéad; Leavy, Aisling M.
Titel	Elementary Teachers' Experience of Engaging with Teaching through Problem Solving Using Lesson Study
Quelle	In: Mathematics Education Research Journal, 35 (2023) 4, S.901-927 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hourigan, Mairéad) ORCID (Leavy, Aisling M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-022-00418-w
Schlagwörter	Problem Solving; Mathematics Teachers; Teacher Educators; Elementary School Teachers; Teaching Methods; Communities of Practice; Faculty Development; Foreign Countries; Beliefs; Teacher Attitudes; Mathematics Instruction; Ireland + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Ausland; Belief; Glaube; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Irland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01