Learning to Teach Mathematics Through Problem Posing: Teachers’ Beliefs and Their Instructional Practices

Abstract

This study investigated the changes in six teachers’ beliefs and instructional practices regarding teaching through problem posing. They participated in a series of four problem-posing workshops and volunteered to share a videotaped lesson that integrated problem posing in the final workshop. We examined teachers’ familiarity with and confidence about teaching mathematics through problem posing as well as their willingness to enact problem-posing-based instruction. We also evaluated that enactment in six mathematics lessons, and we identified consistencies and inconsistencies between the teachers’ beliefs and their instructional practice. Four different categories were identified relating the teachers’ beliefs and the qualities of their classroom teaching using problem posing. This study has implications for improving the effectiveness of professional development programs.