Primary teachers' conceptions and beliefs about mathematical problems, its resolution and teaching

Abstract

In this work, we examine conceptions and beliefs expressed by a group of in-service primary teachers about notions related to problem solving. A questionnaire with open questions was applied to 36 Chilean teachers. Our analysis revealed that participants hold a problem' conception related to searching for a solution, characterizing them according to levels of difficulty, as a task with context and for which resolution mathematical procedures are used. The problem-solving process is characterized through phases, with an emphasis on finding the solution and the application of strategies. Effective teaching in this domain is characterized through resolution phases and use of contextualized problems.