id: 06675753
dt: a
an:
au: Silver, Edward A.
ti: Mathematical problem solving and teacher professional learning: the case of
a modified PISA mathematics task.
so: Felmer, Patricio (ed.) et al., Posing and solving mathematical problems.
Advances and new perspectives. Cham: Springer (ISBN
978-3-319-28021-9/hbk; 978-3-319-28023-3/ebook). Research in
Mathematics Education, 345-360 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: D50 C39 D39
ut:
ci:
li: doi:10.1007/978-3-319-28023-3_20
ab: Summary: Problem solving is a core activity in mathematics classrooms at
all levels of schooling across the world. Problems are central to
mathematics teaching and learning and constitute the basis for
intellectual activity in the classroom. Thus, mathematics problems form
the foundation of studentsâ€™ opportunities to learn mathematics. In
turn, the anticipation, examination, and evaluation of studentsâ€™ work
on problems constitute a substantial portion of the work of mathematics
teachers. Thus, consistent with the so-called practice-based approach
to teacher professional learning, the anticipation and examination of
studentsâ€™ solutions to mathematics problems should be a strategic
site for teachers to learn in and from their instructional practice.
Yet, teacher learning does not occur as an automatic consequence of
their using mathematics problems with students or witnessing the
attempts of students to solve problems. Opportunities for teacher
learning in and through close examination of aspects of instructional
practice appear to be dependent on if and how professional development
cultivates teacher inquiry and reflection.
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