A3 Book section, Chapters in research books
Teacher Guidance in Mathematical Problem-Solving Lessons : Insights from Two Professional Development Programs (2019)
Hähkiöniemi, M., & Francisco, J. (2019). Teacher Guidance in Mathematical Problem-Solving Lessons : Insights from Two Professional Development Programs. In P. Felmer, P. Liljedahl, & B. Koichu (Eds.), Problem Solving in Mathematics Instruction and Teacher Professional Development (pp. 279-296). Springer. Research in Mathematics Education. https://doi.org/10.1007/978-3-030-29215-7_15
JYU authors or editors
Publication details
All authors or editors: Hähkiöniemi, Markus; Francisco, John
Parent publication: Problem Solving in Mathematics Instruction and Teacher Professional Development
Parent publication editors: Felmer, Patricio; Liljedahl, Peter; Koichu, Boris
ISBN: 978-3-030-29214-0
eISBN: 978-3-030-29215-7
Journal or series: Research in Mathematics Education
ISSN: 2570-4729
eISSN: 2570-4737
Publication year: 2019
Pages range: 279-296
Number of pages in the book: 410
Publisher: Springer
Place of Publication: Cham
Publication country: Switzerland
Publication language: English
DOI: https://doi.org/10.1007/978-3-030-29215-7_15
Publication open access: Not open
Publication channel open access:
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/66819
Abstract
When implementing a problem-solving lesson, the teacher needs to provide students appropriate guidance during problem solving. This demanding task requires understanding students’ work in progress and giving them necessary help without constraining their thinking. In this article, we share insights from two professional development programs on how teachers guided students’ problem solving and how they reflected on these instances. One of the programs included Finnish pre-service teachers, while the other program included US in-service teachers. We analyzed video-recorded problem-solving lessons from 16 Finnish and 2 US teachers in grades 6–9. We found two themes about teacher guidance of student problem-solving activity: focusing students’ thinking on something and emphasizing justification. In the first theme, the teachers’ ways to guide students differed depending on how much space they allowed for students’ thinking and how much their guidance actually helped the students to focus on the targeted issue. In the second theme, we identified two patterns: asking repeatedly for justification and helping to build a justification. The elaboration on the themes is supported with the analysis of the teachers’ reflection related to the themes.
Keywords: mathematics teachers; professional development; problem-based learning; teacher training
Free keywords: guidance; inquiry; mathematics teaching; problem solving; teacher education
Contributing organizations
Related projects
- Adapting teacher guidance for different grades in technology-enhanced science and mathematics problem solving
- Hähkiöniemi, Markus
- Research Council of Finland
- Teachers' orchestration of argumentation discussions in physics and mathematics lessons
- Viiri, Jouni
- Research Council of Finland
Ministry reporting: Yes
Reporting Year: 2019
JUFO rating: 2