[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598295-105":59,"doc-detail-598295-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","management-of-problem-solving-in-a-classroom-context","Management of Problem Solving in a Classroom Context","","A research-based professional development programme supports four Hungarian mathematics teachers in integrating problem solving into everyday classroom practice. Development occurs in teachers’ classrooms, aligned with their curriculum, and carried out through close cooperation with researchers via lesson plans, practical teaching advice, and lesson analyses. Progress is evaluated after one year using a self-designed trial lesson and observations of planning, implementation, and classroom behaviour during problem-solving activities. Qualitative findings from lesson videos and teacher reflections show that crafted lesson plans and reflective routines support effective management of problem-solving activities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/management-of-problem-solving-in-a-classroom-context/598295/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/management-of-problem-solving-in-a-classroom-context/598295.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the professional development programme described in the document?","Question",{"text":112,"@type":113},"To support Hungarian mathematics teachers in integrating problem solving into their classes through incremental, research-informed changes in teaching practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the programme develop teacher practice during the year?",{"text":117,"@type":113},"By running development in the teachers’ own classrooms and coordinating closely between teachers and researchers using lesson plans, teaching advice, and lesson analyses.",{"name":119,"@type":110,"acceptedAnswer":120},"How was teacher progress assessed after the one-year programme?",{"text":121,"@type":113},"Through a self-designed trial lesson focused on planning and implementing problem-solving activities and on teachers’ classroom behaviour during those activities, supported by video data and teacher reflections.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598295,1792189622,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","doi: 10.26529/cepsj.895  \nManagement of Problem Solving in a Classroom Context  \nEszter Kónya*1 and Zoltán Kovács2  \n• We report on the results of a professional development programme involving four Hungarian teachers of mathematics. The programme aims to support teachers in integrating problem solving into their classes. The basic principle of the programme, as well as its novelty (at least compared to Hungarian practice), is that the development takes place in the teacher’s classroom, adjusted to the teacher’s curriculum and in close cooperation between the teacher and researchers. The teachers included in the programme were supported by the researchers with lesson plans, practical teaching advice and lesson analyses. The progression of the teachers was assessed after the one-year programme based on a selfdesigned trial lesson, focusing particularly on how the teachers plan and implement problem-solving activities in lessons, as well as on their behaviour in the classroom during problem-solving activities. The findings of this qualitative research are based on video recordings of the lessons and on the teachers’ own reflections. We claim that the worked-out lesson plans and the self-reflection habits of the teachers contribute to the successful management of problem-solving activities.  \nKeywords: classroom discussion, problem solving, professional development, reflective thinking  \n1 *Corresponding Author. Faculty of Science and Technology, University of Debrecen, Hungary; [eszter.konya@science.unideb.hu](eszter.konya@science.unideb.hu).  \n2 Eszterházy Károly University, Eger, Hungary.  \nVodenje reševanja problemov pri pouku  \nEszter Kónya in Zoltán Kovács  \n• V prispevku so predstavljeni rezultati programa strokovnega izpopolnjevanja, v katerem so sodelovali štirje madžarski učitelji matematike. Cilj programa je bil podpreti učitelje pri vključevanju reševanja problemov v njihovo poučevalno prakso. Osnovna načela programa pa tudinjegova novost (vsaj v primerjavi s poučevalno prakso na Madžarskem) so, da razvijanje poučevanja poteka v praksi, da je prilagojeno učiteljevemu časovnemu načrtu poučevanja ter da poteka v tesnem sodelovanju med učiteljem in raziskovalci. Učitelje, vključene v program, so raziskovalci podprli pri načrtovanju učnih ur pa tudi s praktičnimi nasveti in zanalizami izvedenih učnih ur. Napredekučiteljev je bil ocenjen po enoletnem programu. Temeljil je na učiteljevi samostojno zasnovani učni uri, njihovem načrtovanju in na izvajanju dejavnosti reševanja problemov pri pouku pa tudi na njihovem odzivanju med dejavnostmi reševanja problemov. Ugotovitve kvalitativne raziskave temeljijo na videoposnetkih učnih ur in učiteljevih refleksijah opravljenega dela. Trdimo, da premišljeno načrtovanje poučevanja in učiteljeva samorefleksija prispevatak uspešnemu vodenju dejavnosti reševanja problemov pri pouku.  \nKljučne besede: razredna diskusija, reševanje problemov, profesionalni razvoj, refleksija  \nIntroduction  \nTeaching problem solving in mathematics classrooms is not an unknown element of the tradition of teaching mathematics in Hungary and is closely related to Polya’s principle of active learning (Pólya, 1981) . Along with arithmetic fluency, problem-solving activities became more important in the Complex Mathematics Teaching Experiment led by Tamás Varga (1919–1987) in Hungary in the 1960s and 1970s (Varga, 1988) . Nevertheless, our experience is that these activities are becoming less common in Hungarian teaching practice today: teachers often ignore problem solving as a means of achieving a better understanding of mathematical concepts.  \nIn order to support teachers in incorporating problem solving in their classes, we elaborated on a research-based professional development (PD) programme. One of the core principles of the programme is that we only want to make incremental changes in teachers’ practice, focusing on the problemoriented approach to learning mathematics. This principle also appears in the ","cbCaifTPqzSC7z7m","https://ap.wps.com/l/cbCaifTPqzSC7z7m","pdf",312240,21,"English","# Introduction\n## Background of problem solving in Hungarian mathematics education\n## Goals and principles of the professional development programme\n## Framework and lesson study process\n## Problem-centred/problem-oriented learning approach","[{\"question\":\"What is the main goal of the professional development programme described in the document?\",\"answer\":\"To support Hungarian mathematics teachers in integrating problem solving into their classes through incremental, research-informed changes in teaching practice.\"},{\"question\":\"How does the programme develop teacher practice during the year?\",\"answer\":\"By running development in the teachers’ own classrooms and coordinating closely between teachers and researchers using lesson plans, teaching advice, and lesson analyses.\"},{\"question\":\"How was teacher progress assessed after the one-year programme?\",\"answer\":\"Through a self-designed trial lesson focused on planning and implementing problem-solving activities and on teachers’ classroom behaviour during those activities, supported by video data and teacher reflections.\"}]","Management of Problem Solving in a Classroom Context | PDF",1792086666,53]