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Research in Mathematics Education

Problem Solving in Mathematics Instruction and Teacher Professional Development

Editors: Felmer, Patricio, Liljedahl, Peter, Koichu, Boris (Eds.)

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  • Highlights current research that focuses on actual, regular classroom implementation of problem solving
  • Boasts an impressive selection of contributing mathematicians with innovative and practical experience in problem solving implementation, notably, integrating Chilean research context
  • Features a number of chapters in which emerging researchers collaborate with experienced researchers, added to an enhanced breadth of discourse on this emerging topic
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Buy this book

eBook 101,14 €
price for Spain (gross)
  • ISBN 978-3-030-29215-7
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover 124,79 €
price for Spain (gross)
  • ISBN 978-3-030-29214-0
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
  • The final prices may differ from the prices shown due to specifics of VAT rules
About this book

Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom. This book seeks to stay on top of that trend by approaching diverse aspects of current problem solving research, covering three broad themes. Firstly, it explores the role of teachers in problem-solving classrooms and their professional development, moving onto—secondly—the role of students when solving problems, with particular consideration of factors like group work, discussion, role of students in discussions and the effect of students’ engagement on their self-perception and their view of mathematics. Finally, the book considers the question of problem solving in mathematics instruction as it overlaps with problem design, problem-solving situations, and actual classroom implementation. The volume brings together diverse contributors from a variety of countries and with wide and varied experiences, combining the voices of leading and developing researchers. The book will be of interest to any reader keeping on the frontiers of research in problem solving, more specifically researchers and graduate students in mathematics education, researchers in problem solving, as well as teachers and practitioners.

About the authors

Patricio Felmer is a mathematician working at the University of Chile, specialized in the area of Partial Differential Equations. During the last ten years, he has steadily moved towards Mathematics Education, working in projects for the Chilean government on the definition of Standards for the Formation of Mathematics Teachers and on the development of material for them. In the last years, he has been working in R&D projects with the aim of implementing professional development strategies for in-service teachers based on problem solving. In this direction, he is leading ARPA Initiative, an independent program for introducing problem solving in Chilean Classrooms through professional development of teachers teaching mathematics in all levels, preschool, primary, secondary and tertiary education.

Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education and an associate member in the Department of Mathematics at Simon Fraser University in Vancouver, Canada. He is the coordinator of the MSc and PhD Program in Mathematics Education and is a co-director of the David Wheeler Institute for Research in Mathematics Education at Simon Fraser University. More globally, Dr. Liljedahl is the current president of the International Group for the Psychology of Mathematics Education. Dr. Liljedahl serves on the editorial boards of ESM, JMTE, MTL, FMEJ, MERJ, and CJSMTE and is a senior editor of IJSME. He has authored or co-authored 7 books, 17 book chapters, 26 journal articles, and over 50 conference papers.  Dr. Liljedahl is also a member of the executive of the British Columbia Mathematics Teachers Association (BCAMT) and former co-editor of their flagship journal, Vector. Dr. Liljedahl is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. His research interests are creativity, insight, and discovery in mathematics teaching and learning; the role of the affective domain on the teaching and learning of mathematics; the professional growth of mathematics teachers; mathematical problem solving; numeracy; and engaging student thinking. He consults regularly with schools, school districts, and ministries of education on issues of teaching and learning, assessment, and numeracy.

Boris Koichu is an Associate Professor at the Department of Science Teaching of the Weizmann Institute of Science. His research focus is on learning for and through mathematical problem solving and problem posing, with special focus on the interplay of cognitive, affective and situational factors involved. Prof. Koichu is an author of about a hundred of papers published in peer-reviewed journals, edited books and peer-reviewed conference proceedings, and a co-editor of a book on mathematical creativity and giftedness. He is an editorial board member of Journal of Mathematical Behavior and International Journal of Science and Mathematics Education. He also serves as a member of the Education Committee of the European Mathematical Society. Koichu received his M.Sc. in mathematics from Lviv State University, Ukraine, in 1991, and his Ph.D. in mathematics education from the Technion – Israel Institute of Technology, in 2004. Following two-year post-doctoral fellowship at the Faculty of Mathematics of the University of California, San Diego, he joined the faculty of the Technion in 2006. Boris Koichu has been an academic advisor of 13 Ph.D. students and a PI of several research projects funded by the Israel Science Foundation and the Ministry of Education of Israel. He moved to the Weizmann Institute of Science in March 2017 and is currently working on a new project entitled TRAIL – Teacher-Researcher Alliance for Investigating Learning.      

Table of contents (20 chapters)

Table of contents (20 chapters)
  • Reforming School Mathematics: Two Levels of Structure

    Pages 3-22

    Taylor, Peter

  • Problem Solving as a Subject and as a Pedagogical Approach, and the Ongoing Dialogue Between Mathematics and Mathematics Education

    Pages 23-42

    Gourdeau, Frédéric

  • A Discursively Oriented Conceptualization of Mathematical Problem Solving

    Pages 43-66

    Koichu, Boris

  • Acknowledging the Ouroboros: An Enactivist and Metaphoric Approach to Problem Posing and Problem Solving

    Pages 67-85

    Soto-Andrade, Jorge (et al.)

  • Pre-parative and Post-parative Play as Key Components of Mathematical Problem Solving

    Pages 89-110

    Mason, John

Buy this book

eBook 101,14 €
price for Spain (gross)
  • ISBN 978-3-030-29215-7
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover 124,79 €
price for Spain (gross)
  • ISBN 978-3-030-29214-0
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
  • The final prices may differ from the prices shown due to specifics of VAT rules
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Bibliographic Information

Bibliographic Information
Book Title
Problem Solving in Mathematics Instruction and Teacher Professional Development
Editors
  • Patricio Felmer
  • Peter Liljedahl
  • Boris Koichu
Series Title
Research in Mathematics Education
Copyright
2019
Publisher
Springer International Publishing
Copyright Holder
Springer Nature Switzerland AG
eBook ISBN
978-3-030-29215-7
DOI
10.1007/978-3-030-29215-7
Hardcover ISBN
978-3-030-29214-0
Series ISSN
2570-4729
Edition Number
1
Number of Pages
XVII, 410
Number of Illustrations
34 b/w illustrations, 47 illustrations in colour
Topics