This exploratory phenomenological study centers on secondary educators’ problem-solving experiences with the use of open-ended tasks. An analysis of a three-week professional development program focused on supporting middle school teachers’ conceptual and procedural knowledge through a first-hand involvement in problem solving processes. Data from journal reflections, mathematical work samples, and video segments are presented to explore educators’ personal experiences as learners and teachers of problem solving. The participants of this session will gain further understanding regarding the use of problem-solving tasks to support teacher content and pedagogical knowledge, consider a diverse set of teacher perspectives, and discuss implications for instructional practice.

Session Type: Brief Research Report