| This study uses a qualitative approach to examine problem-solving instruction when implementing the Common Core State Standards for Mathematics (CCSS). Problem-solving instruction has previously been discussed using three approaches: teaching about, for, and through problem solving (TAPS, TFPS, TTPS). Fourteen teachers who participated in a CCSSM professional development program (PD) were studied. Specifically, their lesson plans and videos after the PD were used to describe and classify features of each approach. Results indicate that there are commonalities and differences between TAPS, TFPS, and TTPS. The elements that are consistent in all lessons observed are pre-assessment, group work, and routine problem application. The crucial difference in TAPS is the focus on learning of heuristics and/or processes of problem solving; whereas, the foci on teaching for problem solving are in helping students to understand concepts and procedures in problem solving as well as to use the knowledge gained to solve problems. The teacher's aim in teaching through problem solving is having students learn a concept or procedure through an experience engaged in problem solving; moreover, the teacher provides a focused learning environment for students to discover several ways to solve a problem and promotes discourse in the mathematics classroom. |
