Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China

Aihui Peng; Mengdie Li; Lin Lin; Li Cao; Jinfa Cai

doi:10.29333/ejmste/11534

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Aihui Peng ¹ ^* , Mengdie Li ¹ , Lin Lin ¹ , Li Cao ² , Jinfa Cai ³

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¹ Southwest University, CHINA² University of West Georgia, USA³ University of Delaware, USA^* Corresponding Author

Abstract

This study examined characteristics of problem posing and its relationship with the teaching experience of elementary school mathematics teachers from ethnic minority areas in the Southwest of China. Eighty-one (N = 81) elementary school mathematics teachers responded to a task-based questionnaire and posed mathematical problems based on given problem situations. Characteristics of their mathematical problem posing were observed through the total numbers, appropriateness, difficultly, and flexibility levels of the problems posed by the teachers. Results show that elementary school mathematics teachers were capable of posing a considerable number of appropriate mathematical problems. Significant differences were found in the flexibility of the posed problems among the teachers with different years of teaching experience. This finding suggests that teachers’ capability in mathematical problem posing may not necessarily grow along with teaching experience. Limitations of the study and implications in developing teachers’ mathematical problem posing are discussed.

Keywords

mathematical problem posing
elementary school
mathematics teacher development
teaching experience
ethnic minority
mathematical representation

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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

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 2, Article No: em2076

https://doi.org/10.29333/ejmste/11534

Publication date: 17 Jan 2022

Article Views: 1432

Article Downloads: 1233

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Peng, A., Li, M., Lin, L., Cao, L., & Cai, J. (2022). Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), em2076. https://doi.org/10.29333/ejmste/11534

Vancouver

Peng A, Li M, Lin L, Cao L, Cai J. Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China. EURASIA J Math Sci Tech Ed. 2022;18(2):em2076. https://doi.org/10.29333/ejmste/11534

AMA

Peng A, Li M, Lin L, Cao L, Cai J. Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China. EURASIA J Math Sci Tech Ed. 2022;18(2), em2076. https://doi.org/10.29333/ejmste/11534

Chicago

Peng, Aihui, Mengdie Li, Lin Lin, Li Cao, and Jinfa Cai. "Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 2 (2022): em2076. https://doi.org/10.29333/ejmste/11534

Harvard

Peng, A., Li, M., Lin, L., Cao, L., and Cai, J. (2022). Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), em2076. https://doi.org/10.29333/ejmste/11534

MLA

Peng, Aihui et al. "Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 2, 2022, em2076. https://doi.org/10.29333/ejmste/11534