Developing teachers' subject didactic competence through problem posing

0391959 - MÚ 2014 RIV NL eng J - Článek v odborném periodiku
Tichá, Marie - Hošpesová, A.
Developing teachers' subject didactic competence through problem posing.
Educational Studies in Mathematics. Roč. 83, č. 1 (2013), s. 133-143. ISSN 0013-1954. E-ISSN 1573-0816
Institucionální podpora: RVO:67985840
Klíčová slova: professional development * primary school teachers * problem posing
Kód oboru RIV: AM - Pedagogika a školství
Impakt faktor: 0.639, rok: 2013
http://link.springer.com/article/10.1007%2Fs10649-012-9455-1

Problem posing (not only in lesson planning but also directly in teaching whenever needed) is one of the attributes of a teacher’s subject didactic competence. In this paper, problem posing in teacher education is understood as an educational and a diagnostic tool. The results of the study were gained in pre-service primary school teacher education. Students were asked to pose problems containing some given data (namely fractions). The subsequent analysis of the problems posed by the students revealed shortcomings in their conceptual understanding of fractions. Classroom-based joint reflection became the means of reeducation.
Trvalý link: http://hdl.handle.net/11104/0220972