<p>Prospective elementary school teachers’ ways of making sense of mathematical problem posing</p>

Olive Chapman

doi:10.30827/pna.v6i4.6137

Autores/as

Olive Chapman University of Calgary, Canadá

DOI:

https://doi.org/10.30827/pna.v6i4.6137

Palabras clave:

Dar sentido, Futuros profesores de primaria, Invención de problemas matemáticos, Problemas de contexto

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

El estudio indagó sobre los modos en que futuros profesores de primaria dan sentido a la invención de problemas matemáticos y el impacto de plantear diferentes problemas contextualizados en su aprendizaje. El foco fue la invención de nuevos problemas y la reformulación de otros dados. Los participantes fueron 40 futuros maestros de primaria. Los resultados proporcionan elementos sobre posibles modos en que estos maestros dan sentido a la invención de problemas matemáticos y el aprendizaje que ofrece plantear diversos problemas. Se destacan cinco perspectivas y nueve categorías de tareas en la invención de problemas para apoyar el desarrollo de la competencia de plantear problemas en la enseñanza.

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)

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