Analyzing the Influence of Student Problem Solving Approaches on Learning Through Teaching in Mathematics Education

Woods, P.J.; Copur-Gencturk, Y.; Atabas, S.

Abstract

While previous research has examined what students learn as they agentically solve mathematics problems, less is known about what teachers learn through this process. We use this paper to address this oversight by analyzing interviews, lesson plans, and video observations of five novice elementary and middle school math teachers as they taught between six and eight lessons each. Findings reveal that teachers who rely on prescripted approaches more regularly developed knowledge related to classroom management and climate. Alternately, teachers who allowed students to agentically solve problems more routinely developed a deep understanding of students’ mathematical thinking. This study therefore contributes to extant learning through teaching literature by illustrating how pedagogical choices directly affect what teachers learn within these approaches.

Citation

Woods, P., Copur-Gencturk, Y., & Atabas, S. (2022, June). Analyzing the Influence of Student Problem Solving Approaches on Learning Through Teaching in Mathematics Education. Presented at 16th International Conference of the Learnng Sciences (ICLS) 2022, Hiroshima, Japan and online

• Presentation Conference Type: Conference Paper (published)
• Conference Name: 16th International Conference of the Learnng Sciences (ICLS) 2022
• Start Date: Jun 6, 2022
• End Date: Jun 10, 2022
• Publication Date: 2022
• Deposit Date: Oct 20, 2024
• Peer Reviewed: Peer Reviewed
• Pages: 893-896
• ISBN: 9781737330653
• Public URL: https://nottingham-repository.worktribe.com/output/40852194
• Publisher URL: https://2022.isls.org/proceedings/