Carregant...
Fitxers
Tipus de document
ArticleVersió
Versió publicadaData de publicació
Llicència de publicació
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
Títol de la revista
Director/Tutor
ISSN de la revista
Títol del volum
Recurs relacionat
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 (anglès)
Citació
Citació
MALLART SOLAZ, Albert, FONT MOLL, Vicenç, 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, núm. 4, pàgs. 1465-1481. [consulta: 26 de febrer de 2026]. ISSN: 1305-8215. [Disponible a: https://hdl.handle.net/2445/145157]