Please use this identifier to cite or link to this item:
http://hdl.handle.net/2445/145157
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Mallart Solaz, Albert | - |
dc.contributor.author | Font Moll, Vicenç | - |
dc.contributor.author | Díez Palomar, Francisco Javier | - |
dc.date.accessioned | 2019-11-20T12:53:43Z | - |
dc.date.available | 2019-11-20T12:53:43Z | - |
dc.date.issued | 2018-01-22 | - |
dc.identifier.issn | 1305-8215 | - |
dc.identifier.uri | http://hdl.handle.net/2445/145157 | - |
dc.description.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. | - |
dc.format.extent | 17 p. | - |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | - |
dc.publisher | Modestum | - |
dc.relation.isformatof | Reproducció del document publicat a: https://doi.org/10.29333/ejmste/83682 | - |
dc.relation.ispartof | Eurasia Journal of Mathematics Science and Technology Education, 2018, vol. 14, num. 4, p. 1465-1481 | - |
dc.relation.uri | https://doi.org/10.29333/ejmste/83682 | - |
dc.rights | cc-by (c) Mallart Solaz, Albert et al., 2018 | - |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es | - |
dc.source | Articles publicats en revistes (Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica) | - |
dc.subject.classification | Ensenyament de la matemàtica | - |
dc.subject.classification | Professors de matemàtica | - |
dc.subject.classification | Competències transversals | - |
dc.subject.other | Mathematics education | - |
dc.subject.other | Mathematics teachers | - |
dc.subject.other | Generic competences | - |
dc.title | Case study on mathematics pre-service teachers' difficulties in problem posing | - |
dc.type | info:eu-repo/semantics/article | - |
dc.type | info:eu-repo/semantics/publishedVersion | - |
dc.identifier.idgrec | 675775 | - |
dc.date.updated | 2019-11-20T12:53:44Z | - |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
Appears in Collections: | Articles publicats en revistes (Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica) |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
675775.pdf | 1.2 MB | Adobe PDF | View/Open |
This item is licensed under a
Creative Commons License