Experiencias docentes frente a la enseñanza de resolución de problemas matemáticos en educación básica elemental y media

Abstract

The Ecuadorian curriculum considers problem-solving as a cornerstone of mathematics education, serving as a means to teach other content while also strengthening skills in identifying, analyzing, and addressing problematic situations, both in the school environment and in real life. The objective of this study was to describe teachers' experiences regarding the teaching of mathematical problem-solving. The research was conducted using a qualitative approach with a phenomenological perspective, employing semi-structured interviews guided by open-ended questions. These interviews were conducted with 10 elementary and middle school teachers from a public school in Cuenca. The results indicated that there is ambiguity in teachers' conceptualization of problem-solving. Moreover, the teaching methods observed follow a hybrid model, as teachers describe both traditional and non-traditional teaching experiences when teaching problem-solving to students. In addition, the research revealed that according to teachers, the obstacles that hinder the students’ learning of problem-solving come from the students themselves and their contexts rather than from the teachers’ strategies used and implemented in their classes.