Case Study on Mathematics Pre-service Teachers’ Difficulties in Problem Posing
Albert Mallart 1 2 * , Vicenç Font 2, Javier Diez 2
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1 Princep de Girona High School, Barcelona, SPAIN
2 Barcelona University, Faculty of Education, Dept. of Mathematics Education, Barcelona, SPAIN
* Corresponding Author

Abstract

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/83682

EURASIA J Math Sci Tech Ed, 2018 - Volume 14 Issue 4, pp. 1465-1481

Publication date: 21 Jan 2018

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