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International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education Indexed in ESCI
Exposing the Conscious Self: Lived Problem Solving Experience in a Socio-Cultural Context
Iman C. Chahine 1 *
1 University of Massachusetts Lowell, USA
* Corresponding Author
APA
In-text citation: (Chahine, 2018)
Reference: Chahine, I. C. (2018). Exposing the Conscious Self: Lived Problem Solving Experience in a Socio-Cultural Context. International Electronic Journal of Mathematics Education, 13(3), 221-231. https://doi.org/10.12973/iejme/3880
AMA
In-text citation: (1), (2), (3), etc.
Reference: Chahine IC. Exposing the Conscious Self: Lived Problem Solving Experience in a Socio-Cultural Context. INT ELECT J MATH ED. 2018;13(3), 221-231. https://doi.org/10.12973/iejme/3880
Chicago
In-text citation: (Chahine, 2018)
Reference: Chahine, Iman C.. "Exposing the Conscious Self: Lived Problem Solving Experience in a Socio-Cultural Context". International Electronic Journal of Mathematics Education 2018 13 no. 3 (2018): 221-231. https://doi.org/10.12973/iejme/3880
Harvard
In-text citation: (Chahine, 2018)
Reference: Chahine, I. C. (2018). Exposing the Conscious Self: Lived Problem Solving Experience in a Socio-Cultural Context. International Electronic Journal of Mathematics Education, 13(3), pp. 221-231. https://doi.org/10.12973/iejme/3880
MLA
In-text citation: (Chahine, 2018)
Reference: Chahine, Iman C. "Exposing the Conscious Self: Lived Problem Solving Experience in a Socio-Cultural Context". International Electronic Journal of Mathematics Education, vol. 13, no. 3, 2018, pp. 221-231. https://doi.org/10.12973/iejme/3880
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Chahine IC. Exposing the Conscious Self: Lived Problem Solving Experience in a Socio-Cultural Context. INT ELECT J MATH ED. 2018;13(3):221-31. https://doi.org/10.12973/iejme/3880

Abstract

My charge in this study is to explore the lived experience of a high school teacher while immersed in a problem solving situation in a classroom setting. The main gist of this investigation is to textualize and, thereof, capture the essence of a teacher’s encounter of failing to solve a mathematics problem during one of the classroom sessions. To this end, I use personal experience as a lens to reflect on a teacher’s reconstruction of the situation where personal meanings about problem solving and the problem-solving instruction are concealed.

Keywords

problem solving mathematics teaching lived experience socio-cultural context

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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