Problem solving teaching practices: Observer and teacher's view

In this article, we report on an exploratory study on teaching practices related to problem solving of a group of 29 novel secondary mathematics teachers. For this purpose, two independent instruments were designed, the first one is based on lesson observations, and the second one is a questionnaire answered by teachers about their teaching practices while working on non-routine problem solving with their students. For each instrument, we perform a statistical analysis to define relevant dimensions regarding problem solving teaching practices and we compare these new dimensions. We find that results from the two instruments are coherent in the case of quantity of problem solving in lessons and quality of teaching practices. These results are encouraging for further studies in this direction.