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675775.pdf (1.17 MB)

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Data de publicació

2018-01-22

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cc-by (c) Mallart Solaz, Albert et al., 2018
Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/145157

Case study on mathematics pre-service teachers' difficulties in problem posing

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Recurs relacionat

https://doi.org/10.29333/ejmste/83682

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.

Matèries

Ensenyament de la matemàtica, Professors de matemàtica, Competències transversals

Matèries (anglès)

Mathematics education, Mathematics teachers, Generic competences

Citació

Col·leccions

Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)

Citació

MALLART SOLAZ, Albert, FONT MOLL, Vicenç and DÍEZ PALOMAR, Francisco Javier. Case study on mathematics pre-service teachers' difficulties in problem posing. Eurasia Journal of Mathematics Science and Technology Education. 2018. Vol. 14, num. 4, pags. 1465-1481. ISSN 1305-8215. [consulted: 4 of August of 2026]. Available at: https://hdl.handle.net/2445/145157

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