id: 05258986
dt: a
an: 2008c.00033
au: Lavy, Ilana; Shriki, Atara
ti: Problem posing as a means for developing mathematical knowledge of
prospective teachers.
so: Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of
the International Group for the Psychology of Mathematics Education,
PME, Seoul, Korea, July 8â€’13, 2007. Vol. 1-4. Seoul: The Korea
Society of Educational Studies in Mathematics. Part 3, 129-136 (2007).
py: 2007
pu: Seoul: The Korea Society of Educational Studies in Mathematics
la: EN
cc: B50 D59 C39 A69
ut: preservice teacher development; problem posing; teacher knowledge
ci:
li:
ab: Summary: In the present study the authors aim at exploring the development
of mathematical knowledge and problem solving skills of prospective
teachers as result of their engagement in problem posing activity. Data
was collected through the prospective teachersâ€™ reflective portfolios
and weekly class discussions. Analysis of the data shows that the
prospective teachers developed their ability to examine definition and
attributes of mathematical objects, connections among mathematical
objects, and validity of an argument. However, they tend to focus on
common posed problems, being afraid of their inability to prove their
findings. This finding suggests that overemphasizing the importance of
providing a formal proof prevents the development of inquiry abilities.
rv: