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Developing teachers' subject didactic competence through problem posing
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SYSNO ASEP 0391959 Document Type J - Journal Article R&D Document Type Journal Article Subsidiary J Článek ve WOS Title Developing teachers' subject didactic competence through problem posing Author(s) Tichá, Marie (MU-W) RID, SAI
Hošpesová, A. (CZ)Source Title Educational Studies in Mathematics. - : Springer Netherlands - ISSN 0013-1954
Roč. 83, č. 1 (2013), s. 133-143Number of pages 11 s. Language eng - English Country NL - Netherlands Keywords professional development ; primary school teachers ; problem posing Subject RIV AM - Education Institutional support MU-W - RVO:67985840 UT WOS 000317685200010 EID SCOPUS 84876164738 DOI 10.1007/s10649-012-9455-1 Annotation 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. Workplace Mathematical Institute Contact Jarmila Štruncová, struncova@math.cas.cz, library@math.cas.cz, Tel.: 222 090 757 Year of Publishing 2014
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