Problem solving in mathematics primary education: what do teachers think about that?

Abstract

Тhe modern world and today’s generation of students require a new framework for mathematics education that provides more opportunities for developing thinking and problem-solving skills in unity with the necessary mathematical knowledge and skills. Although not central, the development of thinking and problem-solving skills takes an important place in the learning objectives set out in the primary school curriculum documentation. Approaches to teaching them could also be applied in the context of traditional lessons, but this could not be realised without the appropriate knowledge, attitudes and preparedness of teachers. It is for this reason that the present study aims to ascertain the perceptions, attitudes and experiences of primary teachers in implementing problem solving as an approach to teaching and learning mathematics. For this purpose a research through a focus group with 11 primary teachers was conducted, the results of which demonstrated the presence of readiness, but also some deficits in teachers‘ perception of the approach. The analysis clearly highlighted both the need to apply problem-solving models and methodologies to demonstrate the benefits of the approach, and the need for targeted teacher training.

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