Abstract
In this plenary talk, I address two longstanding challenges for mathematical problem solving as a teaching and learning practice for all: (1) the many potential (and divergent) roles of a teacher in problem-solving instruction; (2) the vast diversity in intentions, goals, and meanings of tasks intended to be problems in different classrooms. In relation to the first challenge, I develop a metaphor of a problem as a living (discursive) creature whose “live” depends on who and how attends to it. This metaphor posits teachers as “revivers” of problems in their classes. In relation to the second challenge, I show how mathematical tasks are transformed in a chain of intended, planned, enacted, and experienced activity, and argue for research-practice partnerships as a useful perspective for making problem-solving instruction feasible.
| Original language | English |
|---|---|
| Pages (from-to) | 14-29 |
| Number of pages | 16 |
| Journal | Proceedings of the International Group for the Psychology of Mathematics Education |
| Volume | 1 |
| State | Published - 2024 |
| Externally published | Yes |
| Event | 47th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2024 - Auckland, New Zealand Duration: 17 Jul 2024 → 21 Jul 2024 |
All Science Journal Classification (ASJC) codes
- Mathematics (miscellaneous)
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
- Education