Problem-solving as a teaching methodology: teachers’ actions and views elicited on a minicourse

Abstract

As part of an end-of-program assignment, we delivered a minicourse at a regional event of mathematics education, with the purpose of allowing participants (all teachers) to reflect on the potential and possibilities of working with problem-solving as a teaching methodology. The minicourse design drew on three proposals for action: practices, person, and sharing. We asked participants to (1) solve, in small groups, a problem involving observation and generalization of mathematical patterns; (2) write and share a possible application for using the solved problem in their classrooms; and (3) provide written comments expressing their thoughts about problem-solving as a teaching methodology. This paper describes the actions of the participants in response to the tasks set. The minicourse allowed them to perceive the possibilities of using the problem in their classrooms, since all groups formulated possible applications, such as employing manipulatives to help students observe and generalize patterns. Participants also expressed their views about the potential of problem-solving as a teaching methodology—e.g., that the approach allows students to build positive attitudes towards mathematical reasoning.