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What problem-solving knowledge is required in mathematical teaching? A curricular approach

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Abstract

This study explores the knowledge required for teachers to teach problem solving (PS) from a Primary Mathematics Curriculum Guidelines perspective. It analyzes six countries’ curricular guidelines for primary education using the Mathematical Problem-Solving Knowledge for Teaching model. To identify the PS knowledge required in each education system, the country guidelines were selected based on the country’s results in the 2012 Programme for International Student Assessment (PISA) survey. Data analysis revealed that PS-related knowledge included in the curricula is broad and challenging for teachers. Further, it is not always coherent and research-based. More specifically, the findings show that curricular guidelines emphasize problem classification and solving processes. Our analysis supports the conclusion that particularities in teachers’ knowledge become visible when we view it from the perspective of PS rather than of mathematical concepts.

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Funding

This work was supported by the Spanish Ministry of Science and Innovation’s National R&D + I Plan, funded under project PGC2018–095765-B-100; and the Government of Chile’s National Scientific and Technological Research Commission (CONICYT) [grant number 72170314].

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Authors and Affiliations

  1. Faculty of Philosophy and Education, Universidad Metropolitana de Ciencias de la Educación, Av. José Pedro Alessandri 774, Ñuñoa, Santiago, Chile

    Juan Luis Piñeiro

  2. Faculty of Education, Universidad de Granada, Cartuja Campus s/n, 18011, Granada, Spain

    Elena Castro-Rodríguez & Enrique Castro

Authors
  1. Juan Luis Piñeiro
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  2. Elena Castro-Rodríguez
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  3. Enrique Castro
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Correspondence to Juan Luis Piñeiro.

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Piñeiro, J.L., Castro-Rodríguez, E. & Castro, E. What problem-solving knowledge is required in mathematical teaching? A curricular approach. Curric Perspect 42, 1–12 (2022). https://doi.org/10.1007/s41297-021-00152-6

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