Elementary school teachers’ conceptions of mathematical problem solving
This article exposes elementary school teachers’ conceptions of situational problems in mathematics. The analysis of cultural artifacts, a questionnaire, and a semi-structured interview allowed not only to document teachers’ conceptions but also to reflect upon the complexity of their transformations with respect to school culture. Four teachers’ profiles were highlighted, based on the uniformed vs diverse or uncertain vs assumed characteristics of their conceptions. These results reveal the need to consider the teachers’ point of view and their context to aim for fruitful professional development.