Please use this identifier to cite or link to this item:
https://hdl.handle.net/2445/145157
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. |
Note: | Reproducció del document publicat a: https://doi.org/10.29333/ejmste/83682 |
It is part of: | Eurasia Journal of Mathematics Science and Technology Education, 2018, vol. 14, num. 4, p. 1465-1481 |
URI: | https://hdl.handle.net/2445/145157 |
Related resource: | https://doi.org/10.29333/ejmste/83682 |
ISSN: | 1305-8215 |
Appears in Collections: | Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica) |
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675775.pdf | 1.2 MB | Adobe PDF | View/Open |
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