Problem-solving implementation chain: from intended to experienced

The importance of mathematical problem solving (PS) has long been recognized, yet its implementation in classrooms remains a challenge. In this theoretical essay we put forth the notion of problem-solving implementation chain as a sequence of intended, planned/enacted and experienced activity, shaped by researchers, teachers and students respectively, where the nature of the activity and its aims may change at the links of the chain. We propose this notion as an analytical framework for investigating implementation of PS resources, and illustrate this framework in a case of middle-school teachers enacting a particular problem they encountered in professional development. We show how adaptation along the implementation chain can be viewed not merely as loss of fidelity, but rather as an opportunity for researchers, teachers and students to refine their perspectives on PS activity, and to learn through the implementation process.