Problem posing and development of pedagogical content knowledge in pre-service teacher training

0349678 - MÚ 2011 RIV FR eng C - Conference Paper (international conference)
Tichá, Marie - Hošpesová, A.
Problem posing and development of pedagogical content knowledge in pre-service teacher training.
CERME 6 Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. Lyon: INRP, 2010 - (Furane-Guerrier, V.; Soury-Lavergne, F.; Arzarello, F.), s. 1941-1950. ISBN 978-2-7342-1190-7.
[CERME 6 - Sixth Congress of the European Society for Research in Mathematics Education. Lyon (FR), 28.01.2009-01.02.2009]
R&D Projects: GA ČR(CZ) GA406/08/0710
Grant - others:Projekt COMENIUS(XE) 142453-LLP-1-2008-1-PL-COMENIUS-CMP
Institutional research plan: CEZ:AV0Z10190503
Keywords : mathematics education * teacher training * content knowledge * problem posing * natural differentiation
Subject RIV: AM - Education

The paper focuses on problem posing as the possible method leading to development of pedagogical content knowledge of mathematics education in pre-service training of primary school teachers. In the background there is our belief that this knowledge is of utter importance for quality of the education process. Using samples of (a) problems posed by teacher students, (b) students' assessment of the problems posed, (c) students' opinions on the significance of "problem posing" in teacher training, we demonstrate how we employed problem posing in pre-service teacher training. We proved in our previous work that an analysis of the posed problems is a good diagnostic tool; it gives the opportunity to discover the level of understanding as well as the causes of misconceptions and errors.
Permanent Link: http://hdl.handle.net/11104/0189847