Case study on mathematics pre-service teachers' difficulties in problem posing
Mallart-Solaz, Albert (Universitat de Barcelona)
Font, Vicenç (Universitat de Barcelona)
Diez-Palomar, Javier (Universitat de Barcelona)

Publicació:	Anglaterra: Modestum, 2018
Descripció:	17 pàg.
Resum:	This research is presented in a way that provides useful knowledge for successful problem posing by mathematics pre-service teachers. We present a review of the concept of mathematical creativity (by different authors) and review studies that underline the relevance of problem posing in teaching mathematics, studies that consider problem posing a way to identify students' learning patterns and to test them, and studies that relate mathematical competences to problem posing. Participants in the study were 10 pre-service teachers who were successful in problem solving. Data were gathered through qualitative techniques: classroom observations, sequences of tasks, questionnaires, student focus groups and discussion. The case study illustrated some of pre-service teachers' difficulties in problem posing: creating problems that students recognize as relevant to their everyday lives, problems adapted to the school curriculum at a specific educational level, and problems that can be self-corrected.
Ajuts:	Ministerio de Economía y Competitividad EDU2015-64646-P
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Ensenyament de la matemàtica ; Professors de matemàtica ; Solució de problemes ; Competències transversals ; Mathematics education ; Mathematics teachers ; Generic competences ; Creativity ; Pre-service teachers ; Problem posing ; Problem solving ; Competences
Publicat a:	Eurasia journal of mathematics science and technology education, Vol. 14 Núm. 4 (2018) , p. 1465-1481, ISSN 1305-8223

DOI: 10.29333/ejmste/83682

17 p, 1.2 MB

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