Teachers’ perceptions of obstacles to incorporating a problem solving style of mathematics into their teaching.

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


Despite recommendations to incorporate mathematical problem solving into the practice of primary teachers there is little evidence of the widespread acceptance of such advice by Early Years teachers. Understanding teachers’ perceptions of the obstacles they encounter when incorporating mathematical problem solving into their teaching can shed light on the matter. Survey responses of 22 teachers of Foundation and Year 1 across three Victorian schools indicated that the initial obstacles teachers perceived were those concerning children, teaching pedagogy, planning, resources, tasks and time.
Original languageEnglish
Title of host publicationMaking Waves, Opening Spaces
Subtitle of host publicationProceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia
EditorsJodie Hunter , Lisa Darragh, Pam Perger
Place of PublicationAdelaide SA Australia
PublisherMathematics Education Research Group of Australasia
Number of pages8
ISBN (Print)9781920846282
Publication statusPublished - 2018
EventAnnual conference of the Mathematics Education Research Group of Australasia 2018 - Massey University, Albany Auckland, New Zealand
Duration: 1 Jul 20185 Jul 2018
Conference number: 41st
https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2018-MERGA-CP.aspx (Proceedings)


ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2018
Abbreviated titleMERGA 2018
CountryNew Zealand
CityAlbany Auckland
Internet address


  • mathematics
  • teachers
  • problem solving

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