Two Primary Teachers Developing their Teaching Problem-solving during Three-year In-service Training

The use of open problem-solving tasks in mathematics education challenges teachers’ beliefs, knowledge and practices. This article examines the practices two primary teachers their 3rd to 5th grade classes during a three-year in-service teacher training project aiming increase mathematical class. Three lesson videos interviews with each were used provide data for this study. results show how different terms activities can produce mathematically learning opportunities. Teacher Ann saw as too rigorous, combat this, gave her pupils great deal autonomy. Her encouraged come up creative solutions. Beate emphasized understanding. guided cognitively they came elegant In teaching both autonomy cognitive guidance are needed.