Peer reviewed
Download full textERIC Number: ED599970
Record Type: Non-Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Improving Problem Posing Capacities through Inservice Teacher Training Programs: Challenges and Limits
Pelczer, Ildikó; Singer, Florence Mihaela; Voica, Cristian
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014)
The paper presents the results of a study based on a training program for in-service mathematics teachers, targeting to improve their skills of problem posing and qualitative appreciation of problems. During this training program, we found an improvement in participating teachers' availability to discuss and analyse math problems, but also resistance to adapt posed tasks to the students' thinking. [For the complete proceedings, see ED597799.]
Descriptors: Inservice Teacher Education, Mathematics Teachers, Problem Solving, Multiple Choice Tests, Program Effectiveness, Difficulty Level, Resistance (Psychology), Teacher Improvement, Teacher Student Relationship, Foreign Countries, Feedback (Response), Comprehension
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
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Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Romania
Grant or Contract Numbers: N/A
