Obviously the necessary condition for teaching mathematics via problem solving without transmission of ready-made knowledge, i.e. condition for creative solving, is teachers’ solid
knowledge of mathematics, their own experience with creative approach to problem solving, but also sufficient information and materials ready for use in the classroom.
Important is the so called specialized content knowledge (Ball, Thames and
Phelps, 2008); this knowledge includes identification of key mathematical concepts and possibilities in the given activity,recognition of different forms of representation of mathematical concepts and operations and other strengths and weaknesses.
The paper has been developed as extension of the paper (Novotná et al., 2013).
Obviously the necessary condition for teaching mathematics via problem solving without transmission of ready-made knowledge, i.e. condition for creative solving, is teachers’ solidknowledge of mathematics, their own experience with creative approach to problem solving, but also sufficient information and materials ready for use in the classroom. Important is the so called specialized content knowledge (Ball, Thames andPhelps, 2008); this knowledge includes identification of key mathematical concepts and possibilities in the given activity,recognition of different forms of representation of mathematical concepts and operations and other strengths and weaknesses. The paper has been developed as extension of the paper (Novotná et al., 2013).
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