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Prospective Elementary School Teachers’ Ways of Making Sense of Mathematical Problem Posing

Chapman, Olive (2012). Prospective Elementary School Teachers’ Ways of Making Sense of Mathematical Problem Posing. PNA, 6(4), pp. 135-146 .

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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.

Tipo de Registro:Artículo
Términos clave:05. Profesor
10. Otras nociones de Educación Matemática > Resolución de problemas > Planteamiento de problemas
Nivel Educativo:Título de grado universitario
Código ID:1903
Depositado Por:Pedro Gómez
Depositado En:03 May 2012 10:38
Fecha de Modificación Más Reciente:03 May 2012 10:38
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Personal del repositorio solamente: página de control del documento


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