German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

Ana Kuzle

doi:10.15291/magistra.1491

Abstract

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

Highlights

Mathematical problems have been central in the mathematics since antiquity, but since the 1980s, mathematics educators have agreed upon the idea of developing problem-solving ability
Most of the 7 statements for which no consensus was reached pertained to research questions 1 and 2. This trend does not change, when we look at the statements for which the consensus level did not reach more than 75% of agreement
While many countries redesigned their curriculum to fit the PISA and NCTM recommendations, the integration of problem solving into mathematics classes is only present to a limited extent, if at all (Reiss & Törner, 2007)

Summary

Introduction

Mathematical problems have been central in the mathematics since antiquity, but since the 1980s, mathematics educators have agreed upon the idea of developing problem-solving ability. Since problem solving has become a focus of mathematics education as a means of teaching curricular material and seeking the goals of education (Stanic & Kilpatrick, 1989). Teachers of Mathematics [NCTM]) have strongly endorsed the inclusion of problem solving in school mathematics. Problem solving is fundamental to doing mathematics and to teaching and learning mathematics (e.g., NCTM, 1980, 1989, 2000; Schoen, 2003)

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