Teaching mathematics through problem-solving : insights from the six INSOLVU lesson studies

Abstract

In recent years, there has been growing recognition of the need to transform how mathematics is taught in primary schools. International research and policy documents have highlighted the importance of moving beyond procedural fluency toward teaching that promotes conceptual understanding, reasoning, and problem solving (NCTM, 2014; OECD, 2016; MEYR, 2025). One promising approach is teaching mathematics through problem-solving, a pedagogy that encourages students to make sense of mathematical ideas by engaging in meaningful, challenging, and thought-provoking tasks (Takahashi, 2021). This approach shifts the focus from rote procedures to mathematical thinking and reasoning, helping students to develop a deeper conceptual understanding. Supporting this shift requires highquality professional development (PD) initiatives (Calleja, 2022), and one initiative that is gaining ground internationally is lesson study (LS) – a structured, collaborative and research-informed process in which teachers work together to identify a teaching challenge, plan a lesson, observe its implementation, and reflect on its outcomes to improve practice (Dudley, 2015). Originating in Japan, LS has been widely adapted in various educational systems, including Malta (Calleja & Formosa, 2024; Calleja & Camilleri, 2025), as an effective form of teacherled, practice-based PD (Lewis, Perry & Murata, 2006). It encourages deep inquiry into teaching and learning, supports collective knowledgebuilding, and strengthens teacher collaboration. It is within this context that the INSOLVU project was conceived and implemented, with the aim of supporting Maltese primary school educators in embracing this transformative pedagogy through the powerful professional learning tool of LS. [excerpt]