Problem Solving in Mathematics Instruction and Teacher Professional Development

Introduction.- Part I. Problem Solving in Mathematics Instruction: Reflections and Agendas.- Chapter 1: Embedding Problem Solving into School Mathematics.- Chapter 2: School Math Needs to Focus on Mathematics as a Study of Structure.- Chapter 3: Problem Solving as a Subject and as a Pedagogical Approach, and the On-Going Dialogue between Mathematics and Mathematics Education.- Chapter 4: On Facilitating Different Types of Problem-Solving Discourse: Focus on Heuristics, Connectivity and Aesthetics.- Part II. Design of Powerful Problem-Solving Situations.- Chapter 5: Pre-Parative and Post-Parative Play as Key Components of Mathematical Problem Solving.- Chapter 6: Alternatives Teaching Methods: Means to Promote Pupils' Mathematical Understanding.- Chapter 7:  The Design Of Problems That Promote Geometric Modeling As Context For Research On Instruction.- Chapter 8: A Mathematical Problem-Solving Approach Based on Digital Technology Affordances to Represent, Explore and Solve Problems via Geometric Reasoning.- Part III. Interplay of Factors Involved in Student Problem Solving.- Chapter 9: Collaborative Work of Students when Solving Mathematical Problems: Relationships between Different Dimensions.- Chapter 10: Attitude toward Mathematics; A Function that Affects Students' Learning to Solve a Non-Routine Mathematical Problem.- Chapter 11: Problem Solving, the Enactivistic-Metaphoric Way.- Chapter 12: Arithmetic-Algebraic Problems and Analogical Reasoning.- Part IV. Effects of Engagement with Problem Solving Chapter 13: Changing Beliefs: The Case of First-Person Vicarious Experiences.- Chapter 14: Examining Sources of Self-Efficacy in Whole-Class Problem-Solving.- Chapter 15: Ensuring Equity through Using Culturally Embedded Group Worthy Tasks within Mathematical Inquiry Communities.-  Part V. On the Role of Teachers in Problem-Solving Classrooms.- Chapter 16: Let Students Communicate their Ideas: How Instructors' Interactions Influence Team's Problem-Solving

Patricio Felmer is a mathematician working at the University of Chile, specialized in the area of Partial Differential Equations. During the last ten years, he has steadily moved towards Mathematics Education, working in projects for the Chilean government on the definition of Standards for the Formation of Mathematics Teachers and on the development of material for them. In the last years, he has been working in R&D projects with the aim of implementing professional development strategies for in-service teachers based on problem solving. In this direction, he is leading ARPA Initiative, an independent program for introducing problem solving in Chilean Classrooms through professional development of teachers teaching mathematics in all levels, preschool, primary, secondary and tertiary education.

Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education and an associate member in the Department of Mathematics at Simon Fraser University in Vancouver, Canada. He is the coordinator of the MSc and PhD Program in Mathematics Education and is a co-director of the David Wheeler Institute for Research in Mathematics Education at Simon Fraser University. More globally, Dr. Liljedahl is the current president of the International Group for the Psychology of Mathematics Education. Dr. Liljedahl serves on the editorial boards of ESM, JMTE, MTL, FMEJ, MERJ, and CJSMTE and is a senior editor of IJSME. He has authored or co-authored 7 books, 17 book chapters, 26 journal articles, and over 50 conference papers.  Dr. Liljedahl is also a member of the executive of the British Columbia Mathematics Teachers Association (BCAMT) and former co-editor of their flagship journal, Vector. Dr. Liljedahl is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. His research interests are creativity, insight, and discovery in mathematics teaching and learning; the role of

"This book is a great repository of knowledge for graduate students, mathematics researchers and teacher educators who wants to effectively implement problem-solving in classrooms." (Sandra Richy John, MAA Reviews, January 23, 2021)