For many decades, solving practice-oriented problems in the classroom has been the focus of primary education reforms. Despite this, the prevailing approach to problem solving in many education systems treats it as an isolated activity rather than an integral part of teaching and learning.

In this article, we introduce elementary school teachers to an alternative approach to problem solving, namely Teaching Through Problem Solving (TTP), using Lesson Study (LS) The results show that the opportunity to personally experience TTP in their schools helped elementary school teachers to appreciate the possibilities of different TTP practices. Specifically, teachers reported changes in their beliefs about problem-solving practices along with the development of knowledge about problem posing. Of particular note is the teachers' assertion that engaging in TTR practices through LS helped them to fully appreciate the problem-solving potential of their students. However, the implications of the TTR approach for planning presented an ongoing obstacle.