Resumen

Problem solving is often considered to be an essential part of learning mathematics. In this paper we examine the whole class interactions around problems and problem solving as they naturally occur in mathematics classrooms. Thus, we are examining students’ ordinary experiences of problem solving in their everyday mathematics lessons. Our analysis shows how students’ participate in a very narrow range of problem solving actions and that the actions that they do participate in are controlled by the teacher. This raises implications for what students perceive and interpret problem solving to be in mathematics.