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The development of elementary teachers’ personal meanings of problem-solving through engaging in open-ended tasks
Date
2024-01-01
Author
Sevinç, Şerife
Cross Francis, Dionne
Hudson, Rick
Liu, Jinqing
Metadata
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In this study, we explored elementary school teachers’ experiences working on open-ended mathematics tasks during a 10-day professional development (PD) workshop. Teachers engaged with the tasks daily in a session call Morning Math (MM). Thirty-two elementary teachers from three school districts in the USA participated in a 2-year professional development (PD) program. Analysis of videos of teacher engagement in the tasks and interviews shows that the use of open-ended mathematics tasks embedded within problem-solving focused PD could shape elementary school teachers’ personal meanings about learning mathematics through problem-solving. The findings indicate that the teachers’ take-aways from the PD were not limited to the mathematical content of the MM problems (i.e., mathematical residue), instead teachers’ experiences with open-ended mathematics tasks engendered personal meanings reflecting pedagogical residue with cognitive, affective, and social components. This result shows the crucial role of PD in shaping teachers’ mathematics-related personal meanings which research suggests that it will subsequently influence their beliefs and instruction.
Subject Keywords
Open-ended mathematics tasks
,
Problem solving
,
Professional development for teachers
,
Teacher as learner
,
Teachers’ personal meanings
URI
https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85197651562&origin=inward
https://hdl.handle.net/11511/110257
Journal
Mathematics Education Research Journal
DOI
https://doi.org/10.1007/s13394-024-00493-1
Collections
Department of Mathematics and Science Education, Article
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BibTeX
Ş. Sevinç, D. Cross Francis, R. Hudson, and J. Liu, “The development of elementary teachers’ personal meanings of problem-solving through engaging in open-ended tasks,”
Mathematics Education Research Journal
, pp. 0–0, 2024, Accessed: 00, 2024. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85197651562&origin=inward.