@misc{10481/70525,
year = {2021},
month = {7},
url = {http://hdl.handle.net/10481/70525},
abstract = {Research on mathematics teachers’ knowledge has generally focused more on mathematics
concepts than mathematical processes. This paper addresses the latter with a focus on mathematical
problem solving (PS). It reports on a study that investigated the pedagogical knowledge for PS of
prospective elementary school teachers of mathematics (PTs). Participants were 149 PTs at a university
in Spain. They were at the end of their teacher education program. Data sources consisted of
a questionnaire on knowledge of learning PS and a questionnaire on knowledge of teaching PS.
Findings indicated that the PTs held combination of different levels of knowledge of PS learning
and teaching. Many of them demonstrated appropriate knowledge of many characteristics for (1) PS
learning consisting of student as a problem-solver, PS as a worthwhile task, non-cognitive factor
related to PS, and (2) PS teaching consisting of PS teaching approaches, discourse in PS, intervention
during stuck state in PS, PS assessment, and PS resources. However, there were also contradictions
and limitations to their knowledge with implications for teacher education. These combination of
appropriate and inappropriate knowledge resulted in some conflicts that are related to teaching
actions and would limit student’ learning of PS.},
organization = {Ministry of Science, Innovation and Universities (Spain)	PGC2018-095765-B-I00	
folio 72170314},
publisher = {MDPI},
keywords = {Problem solving},
keywords = {Prospective elementary school teachers},
keywords = {Pedagogical knowledge},
keywords = {Problem solving questionnaires},
title = {Prospective Elementary Teachers’ Pedagogical Knowledge for Mathematical Problem Solving},
doi = {10.3390/math9151811},
author = {Piñeiro, Juan Luis and Chapman, Olive and Castro Rodríguez, Elena and Castro Martínez, Enrique},
}