Problem solving in mathematics instruction and teacher professional development
著者
書誌事項
Problem solving in mathematics instruction and teacher professional development
（Research in mathematics education / series editors, Jinfa Cai, James Middleton）
Springer, 2019
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom. This book seeks to stay on top of that trend by approaching diverse aspects of current problem solving research, covering three broad themes. Firstly, it explores the role of teachers in problem-solving classrooms and their professional development, moving onto-secondly-the role of students when solving problems, with particular consideration of factors like group work, discussion, role of students in discussions and the effect of students' engagement on their self-perception and their view of mathematics. Finally, the book considers the question of problem solving in mathematics instruction as it overlaps with problem design, problem-solving situations, and actual classroom implementation. The volume brings together diverse contributors from a variety of countries and with wide and varied experiences, combining the voices of leading and developing researchers. The book will be of interest to any reader keeping on the frontiers of research in problem solving, more specifically researchers and graduate students in mathematics education, researchers in problem solving, as well as teachers and practitioners.
目次
- Introduction Part I. Problem solving in mathematics instruction: reflections and agendas 1. Embedding problem solving into school mathematics. Kaye Stacey (University of Melbourne, Australia) 2. School math needs to focus on mathematics as a study of structure. Peter Taylor (Queen's University, Canada) 3. Problem solving as a subject and as a pedagogical approach, and the on-going dialogue between mathematics and mathematics education. Frederic Gourdeau (Universite Laval, Canada) 4. On facilitating different types of problem-solving discourse: Focus on heuristics, connectivity and aesthetics. Boris Koichu (Weizmann Institute of Science, Israel) Part II. Design of powerful problem-solving situations 1. Pre-parative and Post-parative Play as Key Components of Mathematical Problem Solving. John Mason (The Open University, UK) 2. Alternatives teaching methods: Means to promote pupils' mathematical understanding. Erkki Pehkonen (University of Helsinki, Finland) 3. The design of problems that promote geometric modeling as context for research on instruction. Patricio Herbst (University of Michigan, USA) 4. A Mathematical Problem-Solving Approach Based on Digital Technology Affordances to Represent, Explore and Solve Problems via Geometric Reasoning. Manuel Santos-Trigo (CINVESTAV, Mexico) Part III. Interplay of factors involved in student problem solving 1. Collaborative work of students when solving mathematical problems: relationships between different dimensions. Eugenio Chandia (Universidad de Chile, Chile), Rafael Arancibia (Universidad de Chile, Chile), Maria Luz Montes (SIP, Red de Colegios, Chile) 2. Attitude toward Mathematics
- A Function that Affects Students' Learning to Solve a Non-Routine Mathematical Problem. Farzaneh Saadati (Universidad de Chile, Chile), Cristian Reyes (Universidad de Chile, Chile) 3. Problem solving, the enactivistic-metaphoric way... Jorge Soto-Andrade (Universidad de Chile, Chile) 4. Arithmetic-Algebraic Problems and Analogical Reasoning. Daniela Assmus (Martin-Luther-Universitat, Germany) Torsten Fritzlar (Martin-Luther-Universitat, Germany) Part IV. Effects of engagement with problem solving 1. Changing beliefs: The case of first-person vicarious experiences. Peter Liljedahl (Simon Fraser University, Canada), Cristian Reyes (Universidad de Chile, Chile), Annette Rouleau (Simon Fraser University, Canada) and Natalia Ruiz (Universidad de Chile, Chile) 2. Examining sources of self-efficacy in whole-class problem-solving. Peter Liljedahl (Simon Fraser University, Canada), Cristian Reyes (Universidad de Chile, Chile), Annette Rouleau (Simon Fraser University, Canada) and Natalia Ruiz (Universidad de Chile, Chile) 3. Ensuring equity through using culturally embedded group worthy tasks within mathematical inquiry communities. Roberta Hunter (Massey University, New Zealand) and Jodie Hunter (Massey University, New Zealand) Part V. On the role of teachers in problem-solving classrooms 1. Let students communicate their ideas: How instructors' interactions influence team's problem-solving capabilities. Sergio Celis (Universidad de Chile, Chile) 2. Teacher questioning to foster mathematical problem solving in two professional development programmes. Markus Hahkioeniemi (University of Jyvaskyla, Finland) and John Francisco (University of Massachusetts, USA) 3. Mathematics Teachers' Specialized Knowledge for managing problem-solving tasks. Jose Carrillo (Universidad de Huelva, Espana), Nuria Climent (Universidad de Huelva, Espana), Luis C. Contreras (Universidad de Huelva, Espana) and Miguel A. Montes (Universidad de Huelva, Espana), Part VI. Teacher professional development and problem solving 1. Chaos, control, and need: Success and sustainability of professional development in problem solving. Lisa Darragh (Universidad de Chile, Chile) and Darinka Radovic (Universidad de Chile, Chile) 2. Teachers' mathematical tensions surfacing during the first session of a professional development workshop based on problem solving. Josefa Perdomo-Diaz (Universidad de La Laguna, Espana), Patricio Felmer (Universidad de Chile, Chile), Cristobal Rojas, and (Universidad de Chile, Chile) 3. Teachers' learning to enhance urban students' participation through problem solving in mathematics classroom: The Case of Juan. Luz Valoyes-Chavez (Universidad de Chile, Chile)
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