This article reports on the design and findings of the first iteration of a classroom-based design research project which endeavours to design a professional development intervention for teachers’ mathematical problem-solving pedagogy. The major outcome of this study is the generation of design principles that can be used by other researchers developing a professional development (PD) intervention for mathematical problem-solving pedagogy. This study contributes to the mathematical problem-solving pedagogy and PD body of knowledge by working with teachers in an under-researched environment (an informal settlement in Gauteng, South Africa). In this iteration, two experienced Grade 9 mathematics teachers and their learners at a public secondary school in Gauteng, South Africa, participated in a 6-month intervention. Findings from the data are discussed in light of their implications for the next cycle and other PD studies.

中文翻译：

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在本地化背景下开发用于数学问题解决教学法的专业发展干预措施

本文报告了基于课堂的设计研究项目的第一次迭代的设计和发现，该项目致力于为教师的数学解决问题的教学法设计专业的发展干预措施。这项研究的主要成果是生成了设计原则，其他研究人员可以使用这些设计原则开发用于数学问题解决教学法的专业开发（PD）干预措施。这项研究通过在研究不足的环境（南非豪登省的一个非正式住所）中与教师合作，为解决数学问题的教学法和PD知识体系做出了贡献。在这次迭代中，两名经验丰富的9年级数学老师和他们的学习者在南非豪登省的一所公立中学参加了为期6个月的干预。