Reflections on the significance of what makes a good problem for early teacher development
The main objective of this investigation is to develop didactic reflection in future primary school mathematics teachers regarding what makes a good problem. The sample consisted of 36 university students from the class on the Didactics of Geometry for Primary School Education. Surveys, expert artic...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/57585 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/57585 |
| Access Level: | acceso abierto |
| Palabra clave: | Problem posing Problem solving Teacher training Didactics of mathematics Mathematical competencies Creación de problemas Resolución de problemas Formación del profesorado Didáctica de las matemáticas Competencia matemática |
| Sumario: | The main objective of this investigation is to develop didactic reflection in future primary school mathematics teachers regarding what makes a good problem. The sample consisted of 36 university students from the class on the Didactics of Geometry for Primary School Education. Surveys, expert article readings, group discussions, problem solving and didactic analysis of problems were designed and implemented. Written instruments were used for data collection. In conclusion, in order to effectively adopt the list of criteria for a good problem a teacher must use good techniques for analytical and didactic approaches to mathematics, as well as problem solving competencies. |
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