Problem posing in the context of teaching for advanced problem solving

نتاج البحث: نشر في مجلةمقالةمراجعة النظراء


Three teams of pre-service mathematics teachers were engaged in an assignment of designing teaching sequences aimed at empowering high-school students to understand solutions to International Mathematics Olympiad problems. The assignment was rich with problem-posing opportunities. The data – the sequences, posed problems and reflections – were analyzed in order to reveal the underlying structure of the participants' problem-posing experiences. The findings support two conclusions. First, problem posing in mathematics teacher education can be promoted a-didactically, as an implicit objective of an activity having teaching for problem solving as an explicit goal. Second, problem posing that requires pre-service teachers to cope with mathematics that is challenging for them, provides rich learning opportunities and can result in worthwhile posed problems.

اللغة الأصليةالإنجليزيّة
رقم المقال101428
عدد الصفحات13
دوريةInternational Journal of Educational Research
مستوى الصوت102
تاريخ مبكر على الإنترنت21 مايو 2019
المعرِّفات الرقمية للأشياء
حالة النشرنُشِر - 2020

All Science Journal Classification (ASJC) codes

  • !!Education


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