Developing a pedagogical problem solving view for mathematics teachers with two reflection programs

Abstract

The study investigated the effects of two reflection support programs on elementary school mathematics teachers’ pedagogical problem solving view. Sixty-two teachers participated in a professional development program. Thirty teachers were assigned to the self-questioning (S_Q) training and thirty two teachers were assigned to the reflection discourse (R_D) training. The S_Q program was based on the IMPROVE self-questioning approach which emphasizes systematic discussion along the phases of mathematical or pedagogical problem solving as student and teacher. The R_D program emphasized discussion of standard based teaching and learning principles. Findings indicated that systematic reflection support (S_Q) is effective for developing mathematics PCK, and strengthening metacognitive knowledge of mathematics teachers, more than reflection discourse (R_D). No differences were found between the groups in developing beliefs about teaching mathematics in using problem solving view.

Keywords

• Elementary mathematics teachers
• PCK
• Metacognition
• Reflection support
• beliefs