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Mathematical problem posing: a case of elementary school teachers developing tasks and designing instructions in Taiwan. (English)
Felmer, Patricio (ed.) et al., Posing and solving mathematical problems. Advances and new perspectives. Cham: Springer (ISBN 978-3-319-28021-9/hbk; 978-3-319-28023-3/ebook). Research in Mathematics Education, 327-344 (2016).
Summary: Getting teachers to enact mathematical problem posing (MPP) and having children do mathematics in the making [{\it G. Pólya}, How to solve it. A new aspect of mathematical method. Princeton, NJ: Princeton University Press (1945; ME 2015c.00402)] is not easy. In a prior study [{\it S. S. Leung}, Educ. Stud. Math. 83, No. 1, 103‒116 (2013; ME 2013d.00280)], a teacher educator reported on the development of research-based tasks aligned to the math curriculum and worked with 60 teachers to explore for feasible methods to encourage children to pose mathematical problems. In the present study, three selected teachers continued their journeys and not only developed their own tasks but also designed their own problem-posing lessons. The teacher educator worked closely with these teachers for one whole year. Data collection included teachers’ journals, children’s written work, teachers’ interviews, and focus group interviews. This report includes the results of teachers’ actions as well as reflections on the tasks used in problem-posing instruction, suggestions to other teachers, identifying arising problems, and attempts to solve such problems. The investigator will discuss how and why teachers develop and enact tasks to get children to pose mathematical problems and will suggest implications for research and practice in the future.
Classification: D50 D40
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