Abstract

This study explores the knowledge required for teachers to teach problem solving (PS) from a Primary Mathematics Cur- riculum Guidelines perspective. It analyzes six countries’ curricular guidelines for primary education using the Mathemati- cal Problem-Solving Knowledge for Teaching model. To identify the PS knowledge required in each education system, the country guidelines were selected based on the country’s results in the 2012 Programme for International Student Assessment (PISA) survey. Data analysis revealed that PS-related knowledge included in the curricula is broad and challenging for teach- ers. Further, it is not always coherent and research-based. More specifically, the findings show that curricular guidelines emphasize problem classification and solving processes. Our analysis supports the conclusion that particularities in teachers’ knowledge become visible when we view it from the perspective of PS rather than of mathematical concepts.