Implementing a four-step lesson structure to teach problem solving

Abstract

Problem solving is a key goal in mathematics education. Yet, teaching it remains challenging. This study investigates the potential of a four-step lesson structure to support pre-service teachers (PSTs) in teaching mathematical problem solving in primary education. Grounded in the frameworks of Pólya, Takahashi, and Stein, a four-step lesson structure was incorporated in a second-year course of a bachelor's teacher education program. Twenty-seven PSTs implemented this structure in Grades 4-6 and reported on it through lesson reports and video recordings. Findings showed success in the first three steps: problem exploration, monitoring students’ work and whole class discussion. However, the fourth step – making mathematical connections and looking back – was more difficult. The four-phase structure thus shows promise but highlights areas needing further attention in teacher education.