What problem-solving knowledge is required in mathematical teaching? A curricular approach

被引：0

作者：

Piñeiro J.L. ^{[1
]}

Castro-Rodríguez E. ^{[2
]}

Castro E. ^{[2
]}

机构：

[1] Faculty of Philosophy and Education, Universidad Metropolitana de Ciencias de la Educación, Av. José Pedro Alessandri 774, Ñuñoa, Santiago

[2] Faculty of Education, Universidad de Granada, Cartuja Campus s/n, Granada

来源：

Curriculum Perspectives | 2022年 / 42卷 / 1期

关键词：

Curricular analysis; Primary teachers; Problem solving; Teachers; knowledge;

D O I：

10.1007/s41297-021-00152-6

中图分类号：

学科分类号：

摘要：

This study explores the knowledge required for teachers to teach problem solving (PS) from a Primary Mathematics Curriculum Guidelines perspective. It analyzes six countries’ curricular guidelines for primary education using the Mathematical Problem-Solving Knowledge for Teaching model. To identify the PS knowledge required in each education system, the country guidelines were selected based on the country’s results in the 2012 Programme for International Student Assessment (PISA) survey. Data analysis revealed that PS-related knowledge included in the curricula is broad and challenging for teachers. Further, it is not always coherent and research-based. More specifically, the findings show that curricular guidelines emphasize problem classification and solving processes. Our analysis supports the conclusion that particularities in teachers’ knowledge become visible when we view it from the perspective of PS rather than of mathematical concepts. © 2021, The Author(s) under exclusive licence to Australian Curriculum Studies Association.

引用

页码：1 / 12

页数：11

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