Abstract
In this study, we analyzed how an experienced mathematics teacher learned to teach the distributive property of multiplication over addition using problem posing. The teacher taught two lessons on this topic, one with the use of problem posing and the other without. First, we analyze the differences between the two lessons, followed by a discussion of the advantages of teaching using problem posing. Second, we document and analyze the challenges encountered by the teacher in the process of designing and teaching the lesson using problem posing and the tactics she used to overcome those challenges. This study also demonstrates the importance of context-based teacher-researcher partnerships for teachers’ learning.
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