How to Solve the Problem of Problem-Solving? A focus on Junior Cycle classrooms

Over the past two decades there has been significant reform to the post-primary mathematics curriculum in Ireland. The introduction of Project Maths in 2010 placed an increased emphasis on problem-solving within the curriculum and encouraged teachers to adopt problem-solving approaches to the teaching and learning of mathematics. A further reform at Junior Cycle again stressed the importance of problem-solving within mathematics and introduced classroom-based assessments, one of which is explicitly focused on problem-solving. Despite these extensive reforms, there is little evidence that much has changed in post-primary classrooms and teachers have expressed concerns regarding the reform and the new pedagogical approaches promoted within them (Berry et al., 2021; Byrne & Prendergast, 2020; Jeffes et al., 2013). This suggests that learners may not be experiencing the types of learning environments that build their capacities as problem-solvers. This research aims to support young learners to become proficient and confident problem solvers by working with their teachers to develop and strengthen their problem-solving pedagogy. If teachers are struggling to enact the changes to their practices as envisaged by the reform, it is important to understand why so that appropriate support can be offered. The first phase of this research therefore investigated teachers’ perceptions of problem-solving and concerns related to incorporating it in the classroom. Data from semi-structured interviews with teachers show that teachers need clear guidance on how to enact problem-solving approaches in their classroom along with opportunities to understand how their role as a teacher is impacted, and to critically reflect on their current practices and beliefs around the teaching and learning of mathematics. In addition, teachers expressed a desire for more collaboration with colleagues and for suitable resources to use with problem-solving in their classrooms. These findings informed the second phase of the research. A professional development intervention was developed which comprised specifically designed educative curriculum materials alongside lesson study. A case-study was conducted to explore the impact of this professional development intervention on teachers’ knowledge, beliefs, and practices related to problem-solving. Findings from the case-study revealed that engagement with the educative curriculum materials and lesson study impacted on teachers mathematical problem-solving knowledge for teaching, in particular their knowledge of Structured Problem Solving practices. Moreover, it supported the teachers in their journeys of teacher change, through surfacing tensions in their practice, encouraging reflection on tensions, and assisting them in seeking resolutions to these tensions.