Prospective elementary school teachers’ ways of making sense of mathematical problem posing
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Resumen
The study tackled prospective teachers’ sense-making of mathematical problem posing and the impact of posing different contextual problems on their learning. Focus was on the generation of new problems and reformulation of given problems. Participants were 40 prospective elementary teachers. The findings provide insights into possible ways these teachers could make sense of problem posing of contextual mathematical problems and the learning afforded by posing diverse problems. Highlighted are five perspectives and nine categories of problem posing tasks to support development of proficiency in problem-posing knowledge for teaching.
Modos en que futuros profesores de primaria dan sentido a la invención de problemas matemáticos
Handle: http://hdl.handle.net/10481/20053
Nº de citas en WOS (2017): 6 (Citas de 2º orden, 4)
Nº de citas en SCOPUS (2017): 7 (Citas de 2º orden, 7)