TY - JOUR
T1 - Case study on mathematics pre-service teachers' difficulties in problem posing
AU - Mallart Solaz, Alberto
AU - Font Moll, V.
AU - Diez Palomar, Javier
PY - 2018/4
Y1 - 2018/4
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85041187821&partnerID=MN8TOARS
U2 - 10.29333/ejmste/83682
DO - 10.29333/ejmste/83682
M3 - Article
SN - 1305-8215
VL - 14
SP - 1465
EP - 1481
JO - EURASIA Journal of Mathematics, Science and Technology Education
JF - EURASIA Journal of Mathematics, Science and Technology Education
IS - 4
ER -