Mathematical Problem Posing : From Research to Effective Practice

0447908 - MÚ 2016 RIV US eng M - Monography Chapter
Hošpesová, A. - Tichá, Marie
Problem posing in primary school teacher training.
Mathematical Problem Posing : From Research to Effective Practice. 1. New York: Springer, 2015 - (Singer, F.; Ellerton, N.; Cai, J.), s. 433-447. Research in Mathematics Education. ISBN 978-1-4614-6257-6
Institutional support: RVO:67985840
Keywords : problem posing * primary school mathematics teachers * improvement of subject didactic competence
Subject RIV: AM - Education
http://link.springer.com/chapter/10.1007/978-1-4614-6258-3_21

The chapter reports results of a survey whose aim was to contribute to research in the area of problem posing in teacher training. The core of the research project was empirical survey with qualitative design. Preservice and in-service teachers were posing problems in the environment of fractions and reflected on this activity in writing. Analysis of the posed problems and participants’ reflections were to answer the following questions: (a) What shortcomings can be identified in the posed problems? (b) How are the posed problems perceived by preservice and in-service teachers? (c) What relations are there between quality of the posed problems and perception of this activity by their authors?
Permanent Link: http://hdl.handle.net/11104/0249659