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Title: Case study on mathematics pre-service teachers' difficulties in problem posing
Author: Mallart Solaz, Albert
Font Moll, Vicenç
Díez Palomar, Francisco Javier
Keywords: Ensenyament de la matemàtica
Professors de matemàtica
Competències transversals
Mathematics education
Mathematics teachers
Generic competences
Issue Date: 22-Jan-2018
Publisher: Modestum
Abstract: 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.
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It is part of: Eurasia Journal of Mathematics Science and Technology Education, 2018, vol. 14, num. 4, p. 1465-1481
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ISSN: 1305-8215
Appears in Collections:Articles publicats en revistes (Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica)

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