Teacher Guidance in Mathematical Problem-Solving Lessons : Insights from Two Professional Development Programs
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
Published inResearch in Mathematics Education
© Springer Nature Switzerland AG 2019
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. ...
Parent publication ISBN978-3-030-29214-0
Is part of publicationProblem Solving in Mathematics Instruction and Teacher Professional Development
Publication in research information system
MetadataShow full item record
Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF
Additional information about fundingSuomen Akatemia 318010; Suomen Akatemia 286576
Showing items with similar title or keywords.
From individuality towards co-operative culture : New direction for professional development in Finnish teacher education Rautiainen, Matti; Kostiainen, Emma (Beltz Juventa, 2021)
Korpi, Hilkka; Peltokallio, Liisa; Piirainen, Arja (Purdue University Press, 2018)The aim of the study was to investigate how physiotherapy students using a problem-based learning approach develop into experts during higher education, and answers the question: How do physiotherapy students at bachelor’s ...
In pursuit of beginning teachers’ competence in promoting reading motivation : A mixed-methods study into the impact of a continuing professional development program Vansteelandt, Iris; Mol, Suzanne E.; Vanderlinde, Ruben; Lerkkanen, Marja-Kristiina; Van Keer, Hilde (Elsevier BV, 2020)As teachers’ reading motivation and self-efficacy for promoting reading motivation can be considered vital for their reading-oriented promotive teaching practices and students’ reading motivation, this study evaluated the ...
Fenyvesi, Kristof; Nurhasanah, Farida (Tallinna ülikool, 2022)This chapter briefly introduces a few critical aspects of online and hybrid Teachers’ Professional Development (TPD) program design, based on our experiences concerning the facilitation of hybrid TPD programs for Southeast ...
Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers Ukkonen-Mikkola, Tuulikki; Varpanen, Jan (Elsevier, 2020)In this paper, we discuss training aimed at supporting the professional agency of teachers and student teachers. Drawing on socio-cultural and post-structural theories, we conceptualize professional agency as achieved by ...