Interesting and difficult mathematical problems c

Authors: Raisa Guberman Roza Leikin

Publish Date: 2012/03/10

Volume: 16, Issue: 1, Pages: 33-56

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Abstract

The study considers mathematical problem solving to be at the heart of mathematics teaching and learning while mathematical challenge is a core element of any educational process The study design addresses the complexity of teachers’ knowledge It is aimed at exploring the development of teachers’ mathematical and pedagogical conceptions associated with systematic employment of multiplesolution tasks MSTs in a “problemsolving” course for prospective mathematics teachers PMTs Our attention to teachers’ mathematical conceptions focused on the development of PMTs’ problemsolving competences Our attention to teachers’ metamathematical and pedagogical conceptions focused on changes in teachers’ views concerning the level of interest and level of difficulty of the mathematical tasks We differentiated between the systematic and craft modes of professional development integrated in the course Systematic mode involved problemsolving sessions and reflective discussions on collective solution spaces Craft mode involved interviewing school students The study demonstrates the effectiveness of MSTs for PMTs’ professional development

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