Learning to Teach Mathematics Through Problem Posing: Teachers' Beliefs and Their Instructional Practices. (2022)

• Record Type: Journal Article
• Authors: Li, Xinlian; Zhou, Wanting; Hwang, Stephen; Cai, Jinfa
• Is Part Of: International journal of educational research. Volume 115(2022)
• Publication Date: 2022
• Subjects: Teacher learning -- Teachers' problem posing -- Teachers' beliefs -- Teaching mathematics through problem posing -- Consistency and inconsistency between teaching beliefs and instructional practices; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2022.102038
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Investigating the changes in six teachers' beliefs and instructional practices regarding teaching using problem posing who participated in a series of four problem-posing workshops and volunteered to share a videotaped lesson that integrated problem posing in the final workshops. Teachers' beliefs and their instructional practice were addressed. Four different categories were identified according to their reporting on familiarity, confidence, and willingness to teach using problem posing as well as an analysis of the quality of the classroom teaching using problem posing. 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.