Using simple word problems, we analyze possible teacher conceptions on the process of problem solving, its goals and the choices that a problem solver can make in problem mathematization. We identify several possible teacher conceptions that would be responsible for the different didactical contracts that teachers create in the mathematics class. Using especially chosen and designed task examples, we demonstrate the diagnosis of teacher own controls in solving problems and in evaluating problem solutions. We also discuss characteristics of task examples that might promote a shift from a problem solving perspective to a modeling perspective that goes beyond merely accepting alternative solutions due to realistic considerations. This shift in perspective would be exhibited through a new understanding of the process of fitting mathematical models in problem situations.
|Number of pages||9|
|Journal||ZDM - International Journal on Mathematics Education|
|State||Published - May 2011|
Bibliographical noteFunding Information:
Acknowledgments This study was supported by a grant from the Israeli Science Foundation (59/06).
- Didactical contract
- Problem solving
- Teacher conceptions
ASJC Scopus subject areas
- Mathematics (all)