Description of the math teacher change from their own perspective through the experience of open-ended problem-solving
Abstract The following paper reports the results of a descriptive exploratory research about the teacher's change from their own perspective through the implementation of open-ended problem-solving. We considered teacher change as an internal and external process, which involves the system of beliefs and attitudes and changes at the cognitive level. Therefore, and by using interviews with vignettes and simulated recall as methodological tools, we worked on identifying elements that favor the change on the belief system around a problem in a group of eleven primary teachers, who participated in a project to implement open-ended problem-solving over three years. We have observed that teachers identify and declare changes in how they work in the classroom, in themselves, and in their students.