Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Hendrik Streit, Benjamin Rott
University of Cologne
⬇ Download PDFAn important goal of mathematics education is for students to become competent in solving problems. Therefore, it is essential that research clarifies what is required of teachers to appropriately integrate Problem Solving into their mathematics teaching. For this reason, we conducted a Scoping Review to provide a broad and well-founded overview of research on teaching Problem Solving, resulting in the identification of 11 research foci. In this paper, we focus primarily on one of these foci, namely Teachers’ Knowledge. By using connections to further research foci, we show how the overview allows us to complement and expand existing concepts developed by research. A key insight is that knowledge of classroom environments for Problem Solving is a category that could complement existing knowledge frameworks for teaching Problem Solving.
Problem SolvingTeaching Problem SolvingTeacher KnowledgeLiterature Review