Developing Problem-Solving Practitioners

This article presents a research project on thedevelopment of pre-service mathematicsteachers' skills and understanding ofthemselves as pedagogical problem solvers. Theproblems were similar to those they are likelyto encounter in their future mathematicsclassrooms. The project took place within aBachelor of Education program. The articledescribes changes in the students' attitudestowards problem-based learning and examines thecritical incidents that were catalysts forthese changes to occur. The project addressedan important issue in the current Hong Kongcontext, with the emphasis on quality learningand instruction. With curriculum reforms inprimary education, teachers are required torespond to changes and implementrecommendations within the constraints ofday-to-day classroom management. They need tobe critical and informed professionals.Therefore, we argue that by adopting aproblem-solving approach to teaching, teacherswould be better able to view themselves ascompetent problem solvers who are able todevelop various strategies to deal withchange.