The purpose of this study is to configure the landscape of empirical mathematics educational research on problem-solving in teacher education, and thereby disentangle how mathematical problem-solving is understood and used. The method consists of a configurative review of empirical mathematics education research on problem-solving in teacher education. A two-dimensional model is presented to illustrate how different aspects of problem-solving in teacher education are connected to and complement each other. Using the model, the configuration results in the proposition of four major categories of research on problem-solving in teacher education. The result indicates an almost equal distribution of research which views problem-solving as an aim for mathematics education versus research which views problem-solving as a means for learning mathematics. However, within the former, roughly three quarters of the articles focus on content knowledge, and only a quarter on pedagogical content knowledge. Implications for teacher education and future research are discussed.
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How to cite this article
de Ron, A., Christiansen, I., & Skog, K. (2022). Configuring the landscape of research on problem-solving in mathematics teacher education. International Electronic Journal of Mathematics Education, 17(4), em0712. https://doi.org/10.29333/iejme/12457
de Ron A, Christiansen I, Skog K. Configuring the landscape of research on problem-solving in mathematics teacher education. INT ELECT J MATH ED. 2022;17(4):em0712. https://doi.org/10.29333/iejme/12457
de Ron A, Christiansen I, Skog K. Configuring the landscape of research on problem-solving in mathematics teacher education. INT ELECT J MATH ED. 2022;17(4), em0712. https://doi.org/10.29333/iejme/12457
de Ron, Anette, Iben Christiansen, and Kicki Skog. "Configuring the landscape of research on problem-solving in mathematics teacher education". International Electronic Journal of Mathematics Education 2022 17 no. 4 (2022): em0712. https://doi.org/10.29333/iejme/12457
de Ron, A., Christiansen, I., and Skog, K. (2022). Configuring the landscape of research on problem-solving in mathematics teacher education. International Electronic Journal of Mathematics Education, 17(4), em0712. https://doi.org/10.29333/iejme/12457
de Ron, Anette et al. "Configuring the landscape of research on problem-solving in mathematics teacher education". International Electronic Journal of Mathematics Education, vol. 17, no. 4, 2022, em0712. https://doi.org/10.29333/iejme/12457