Mathematical knowledge for teaching probem solving: lessons from lesson study

Foster, Colin; Wake, Geoff; Swan, Malcolm

Abstract

Although the importance of mathematical problem solving is now widely recognised, relatively little attention has been given to the conceptualisation of mathematical processes such as representing, analysing, interpreting and communicating. The construct of Mathematical Knowledge for Teaching (Hill, Ball & Schilling, 2008) is generally interpreted in terms of mathematical content, and in this paper we describe our initial attempts to broaden MKT to include mathematical process knowledge (MPK) and pedagogical process knowledge (PPK). We draw on data from a problem-solving-focused lesson-study project to highlight and exemplify aspects of the teachers’ PPK and the implications of this for our developing conceptualisation of the mathematical knowledge needed for teaching problem solving.

Citation

Foster, C., Wake, G., & Swan, M. (2014). Mathematical knowledge for teaching probem solving: lessons from lesson study.

• Conference Name: 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education
• End Date: Jul 20, 2014
• Publication Date: Jan 1, 2014
• Deposit Date: Mar 16, 2016
• Publicly Available Date: Mar 16, 2016
• Peer Reviewed: Not Peer Reviewed
• Public URL: https://nottingham-repository.worktribe.com/output/998505
• Publisher URL: http://www.pmena.org/pmenaproceedings/PMENA%2036%20PME%2038%202014%20Proceedings%20Vol%203.pdf