FINNISH ELEMENTARY TEACHERS ’ ESPOUSED BELIEFS ON MATHEMATICAL PROBLEM SOLVING

According to the Finnish curriculum (NBE 2004), improving pupils ’ problem solving skills is an important objective in teaching mathematics. Teachers ’ role is crucial in carrying out the objectives of the curriculum. Especially their conceptions influence decisions they make when teaching mathematics. The purpose of this paper is to find out what kind of conceptions elementary teachers (teachers for grade 3) have concerning problem solving and its teaching in mathematics, as well as what is their understanding about problem solving and how they implement it. The data was gathered with a questionnaire consisting of open questions during November 2010. The questionnaire was sent to a random sample (N = 100) of all Finnish grade 3 teachers. Two rounds of posting produced 63 answers. According to teachers´ responses, problem solving in mathematics means in the first place word problems, and problem solving is mainly done collaboratively. In Finland we have a nine-year comprehensive school where all children learn in heterogeneous classes, also in mathematics. The class size varies between 20–30 pupils, and therefore, teachers have difficulties in balancing between low-achievers and successful pupils, especially in upper grades (grades 7–9). See more on mathematics and teacher education in Finland in Pehkonen, Ahtee & Lavone