LAHEMATE: towards learner-centered teaching methods on problem-solving in school mathematics

The goal of this design-based research is to develop and validate a contemporary methods for teaching problem-solving in Estonian school mathematics. Problem-solving was the most important change in the national curriculum of mathematics that was introduced in 2024. However, the schools were not provided clear and evidence-based methodological guidelines to address this new topic. Although Estonian students have been the best in Europe when it comes to mathematical competence according to OECD PISA study, there are many students who are unable to apply the common mathematical knowledge and skills in solving non-routine problems in unfamiliar contexts. This project will deliver a set of didactical guidelines, lesson plans and other learning. resources for the new national curriculum, that are based on new paradigm of learning and contemporary educational psychology to address design, teaching, learning and assessment of the problem-solving tasks. These guidelines, lesson plans and learning resources will be piloted in authentic classroom context in 20 schools by a network of teachers-researchers, as well as by teacher education students in two universities. Additionally, these resources will be evaluated by an expert panel using Nominal Group Technique. Piloting involves also empirical research to measure the impact of new teaching methods on problem-solving skills of learners, as well as other aspects listed in the call (motivation to learn, learning gaps, learning difficulties, math anxiety, cognitive engagement, conceptual development, math teachers' job motivation). The main outputs of the project are teachers' handbook with evidence-based methodological guidelines, lesson plans and teacher training courses.