ERIC Number: EJ1442353
Record Type: Journal
Publication Date: 2024
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2573-4377
Problem Posing in Mathematics Teacher Training: Developing Proportional Reasoning
María Burgos; Jorhan Chaverri; José M. Muñoz-Escolano
Mathematics Teaching Research Journal, v16 n4 p35-58 2024
The aim of this paper is to describe and analyze how a group of prospective teachers create problems to develop proportional reasoning either freely or from a given situation across different contexts, and the difficulties they encounter. Additionally, it identifies their beliefs about what constitutes a good problem and assesses whether these beliefs are reflected in their problem creation. This is a descriptive-qualitative study that utilizes theoretical and methodological tools from the Onto-semiotic Approach in the content analysis of participants' responses. The results indicate that the prospective teachers' beliefs about what makes a good problem do not always manifest in their practice. The prospective teachers faced challenges in inventing problems that meet the established didactic-mathematical purpose, related to insufficient didactic-mathematical knowledge of proportional reasoning, achieving better outcomes in the arithmetic context and in free creation.
Descriptors: Problem Solving, Mathematics Skills, Abstract Reasoning, Mathematical Concepts, Preservice Teachers, Student Attitudes, Beliefs, Discourse Analysis, Content Analysis, Arithmetic, Pedagogical Content Knowledge, Preservice Teacher Education
City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A