Problem Solving in Mathematics Instruction and Teacher Professional Development pp 359-378 | Cite as

# Teachers’ Mathematical Tensions Surfacing During the First Session of a Problem-Solving Professional Development Workshop

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## Abstract

When teachers participating in a professional development workshop discuss their experiences during a problem-solving session, they sometimes express a sense of imbalance or discomfort rooted in the contrast between these experiences and their abilities and previous mathematical self-perceptions, beliefs, and knowledge. These are expressions of what we call *mathematical tensions*, and it is the purpose of this chapter to classify them and to discuss their appearance as a healthy sign of the effectiveness of the professional development workshop. Our data have been taken from the first of eight sessions of a 30-hour workshop held over the course of 1 year, which included 147 elementary and middle school teachers.

## Keywords

Professional development Problem solving Teachers’ tensions Mathematical tensions## Notes

### Acknowledgments

The authors would like to thank the anonymous referees for many suggestions that made the chapter better. P. F. was partially funded by PIA-CONICYT Basal Funds for Centers of Excellence Project FB0003 and Grant PAI AFB-170001. J.P-D. was partially funded by Proyecto de Investigación del Plan Nacional del MICINN con Referencia EDU2017-84276-R.

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