TEACHER PERCEPTIONS OF THE OPPORTUNITIES AND CONSTRAINTS WHEN INTEGRATING PROBLEM SOLVING IN STUDENT-CENTRED MATHEMATICS TEACHING AND LEARNING

As our world is becoming increasingly complex and unpredictable, there are widespread calls for the adoption of student-centred structured approaches to mathematics teaching and learning that focus on developing students’ conceptual understanding through problem solving and reasoning. Yet there is limited research on the nature of support teachers might need to adopt such approaches. This study investigated factors that teachers perceive to constrain or enable their decisions and identify the nature of support teachers may need to sustain student-centred structured approaches. The findings informed a set of recommendations designed to assist teachers, school leaders, teacher educators, and policymakers to support planning, teaching and assessment for student-centred structured approaches.