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‘Things haven’t gone the way I thought they’d go’: secondary mathematics teachers talk about trialling a problem-solving pedagogy

Artigo2025

Karina Joyce Wilkie ORCID

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Resumo

Abstract To gain insights into teachers’ professional growth and identities over time, researchers have pointed to the importance of investigating the mechanisms that shape teachers’ actions and reactions. This study of 10 practising secondary mathematics teachers drew on a theoretical framing of narrative-defined identities and four dimensions of student engagement to explore their professional learning experiences in response to their school’s initiative to incorporate student-centred problem solving. Four identities drawn from their collected narratives about trialling the ‘teaching-through-problem-solving’ approach for more a year are shared: Teacher as performer, inspirer, trouble-shooter, and tinkerer. Overall, the teachers reflected on the surprising unpredictability of their students’ reactions. They shared stories of high teacher enjoyment from intriguing their students, pleasant surprise from seeing unexpected cognitive and social engagement, and confusing disappointment from seeing unexpected difficulties and disengagement. Teachers’ experiences of facilitating class discussions using student sharing of solutions were considerably diverse. Some challenges for schools and implications for professional learning facilitators in the context of teachers being asked to make such pedagogical shifts are discussed.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education
Editora
Springer Science+Business Media
Ano
2025 (2025-06-16)
Idioma
en
Palavras-chave
secondary mathematics teachers; teacher professional development; teacher identity; student engagement; student-centered learning; pedagogical change; classroom discussion; teacher learning
Temas
Formação de Professores de Matemática, Resolução de Problemas
DOI
10.1007/s10857-025-09709-y
ISSN
1386-4416, 1573-1820
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
WILKIE, Karina Joyce. ‘Things haven’t gone the way I thought they’d go’: secondary mathematics teachers talk about trialling a problem-solving pedagogy. Journal of Mathematics Teacher Education, 2025. DOI: https://doi.org/10.1007/s10857-025-09709-y.

APA

Wilkie, K. J. (2025). ‘Things haven’t gone the way I thought they’d go’: secondary mathematics teachers talk about trialling a problem-solving pedagogy. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-025-09709-y

BibTeX
@article{wilkie2025,
  author = {Wilkie, Karina Joyce},
  title = {‘Things haven’t gone the way I thought they’d go’: secondary mathematics teachers talk about trialling a problem-solving pedagogy},
  year = {2025},
  journal = {Journal of Mathematics Teacher Education},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10857-025-09709-y},
  language = {en}
}
RIS
TY  - JOUR
AU  - Wilkie, Karina Joyce
TI  - ‘Things haven’t gone the way I thought they’d go’: secondary mathematics teachers talk about trialling a problem-solving pedagogy
PY  - 2025
JO  - Journal of Mathematics Teacher Education
DO  - 10.1007/s10857-025-09709-y
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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