Examining the role played by resources, goals and orientations in primary teachers’ decision- making for problem-solving lesson plans

• DOI: 10.1007/s11858-024-01614-7
• Publication Date: 2024-08-17T11:02:05Z
• Authors: José Luis Lupiáñez; Daniela Olivares; Isidoro Segovia
• Keywords: School teachers; Primary (astronomy)

Abstract The decisions that teachers make in transforming the curriculum into specific lesson plans determine real enactment or otherwise of curricular ideals. These are shaped by resources available and each teacher’s goals orientations. This exploratory study employs Schoenfeld’s decision-making model to examine how resources, orientations influence planning for mathematics problem solving, different profiles primary Chile. To this purpose, a survey was conducted among 40 varying degrees ability experience: some were beginning teachers, others experienced but had no further training teaching solving third group composed with question. Interviews two from profile revealed important differences between three groups. Beginning relied more heavily on official such as standard textbooks, aligning themselves school requirements. Experienced demonstrated strong inclination towards through approach. While acknowledged importance promoting strategies, they did not usually adapt problems mathematical content age/competence their students. Interestingly, all groups under-utilised sections emphasise present focus solving. Finally, found experience alone is enough develop approach focused professional development programmes needed equip necessary skills. In addition, diagnostic should be incorporated initial teacher training.