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Students’ difficulties and attitudes facing contextualized mathematical problems: A teacher perspective
(The International Commission on Mathematical Instruction (ICMI), 2021) Chavarria, Gilberto; Albanese, Veronica
This research is carried after the implementation of the Mathematics Study Programs in Costa Rica, where one of the main curricular strands is contextualized problem solving. The aim is to find out the perceptions of teachers regarding the difficulties and attitudes of students when faced with mathematical problems in contexts close to everyday life. The survey of 67 teachers collected teachers’ opinions on various statements. The results show that teachers mainly agree that students are actively involved and motivated in working with contextualized problems; but do not show a clear position about difficulty and complexity of contextualized problems as it is currently indicated in the literature. There are no significant differences between groups according to level of education, work experience or dedication to planning.