Primary teachers’ knowledge for teaching mathematical problem solving

Abstract

Teaching mathematical problem solving calls for knowledge of a series of specific skills. Nonetheless, research on teachers’ role in problem-solving instruction is both scarce and scarcely systematized. This presentation reviews the studies submitted to the Symposium on Elementary Mathematics Teaching (SEMT) over the last 30 years. It focuses on presentations addressing teachers’ knowledge of mathematical problem solving, and identifying the contributions made to the area by SEMT participants. In addition to providing an overview of research on the subject, the review describes the good practices identified in the pre-service training of primary education teachers, as well as their professional development.