id: 05852055
dt: j
an: 2011a.00142
au: Lavy, Ilana; Shriki, Atara
ti: Engaging in problem posing activities in a dynamic geometry setting and the
development of prospective teachers’ mathematical knowledge.
so: J. Math. Behav. 29, No. 1, 11-24 (2010).
py: 2010
pu: Elsevier, New York, NY
la: EN
cc: B50 C29
ut: problem posing; the “what if not?" strategy; dynamic geometry software;
preservice teacher education; portfolios; inquiry-based activities;
self-concept; professional development; educational research
ci:
li: doi:10.1016/j.jmathb.2009.12.002
ab: Summary: In the present study we explore changes in perceptions of our
class of prospective mathematics teachers (PTs) regarding their
mathematical knowledge. The PTs engaged in problem posing activities in
geometry, using the “What If Not?" (WIN) strategy, as part of their
work on computerized inquiry-based activities. Data received from the
PTs’ portfolios reveals that they believe that engaging in the
inquiry-based activity enhanced both their mathematical and
meta-mathematical knowledge. As to the mathematical knowledge, they
deepened their knowledge regarding the geometrical concepts and shapes
involved, and during the process of creating the problem and checking
its validity and its solution, they deepened their understanding of the
interconnections among the concepts and shapes involved. As to
meta-mathematical knowledge, the PTs refer to aspects such as the
meaning of the givens and their relations, validity of an argument, the
importance and usefulness of the definitions of concepts and objects,
and the importance of providing a formal proof.
rv: