How do teachers adopt autonomous problem solving as a classroom practice?

• Rachel Zaks ^[1] ; Boris Koichu
  1. [1] Weizmann Institute of Science

     Weizmann Institute of Science

     Israel

     
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 4, 2022 (Research Reports (Si – Z) · Oral Communications, Poster Presentations), ISBN 978-84-1302-178-2, págs. 147-154
• Idioma: inglés
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• Resumen

  • Autonomous student problem solving is still rare in mathematics classes, and its incorporation in lessons requires profound knowledge and readiness of the teacher. In this paper we present a study conducted in the context of a professional development course aimed to enhance 12 teachers’ readiness to create opportunities for students’ autonomous problem solving. We characterize processes that the teacher-participants went through and report the extent to which the course achieved its goals. Based on qualitative and quantitative data, we offer a conceptual framework for characterizing the adoption processes and argue for the feasibility of the desirable change in the teacher readiness to adopt problem-solving instruction.