A model for problem creation: implications for teacher training
Metadatos
Mostrar el registro completo del ítemEditorial
Springer Nature
Materia
Problem creation Teacher training Didactic-mathematical knowledge
Fecha
2024-01-16Referencia bibliográfica
Burgos, M., Tizón-Escamilla, N. & Chaverri, J. A model for problem creation: implications for teacher training. Math Ed Res J (2024). https://doi.org/10.1007/s13394-023-00482-w
Patrocinador
Funding for open access publishing: Universidad de Granada/CBUA.; Project PID2019-105601GB-I00/AEI/10.13039/501100011033 (Ministry of Science and Innovation); Project PID2022-139748NB-100 funded by MCIN/AEI/10.13039/501100011033/ and by FEDER (una forma de hacer Europa); Research Group FQM-126 (Junta de Andalucía, Spain)Resumen
The invention of problems is a fundamental competence that enhances the didactic-
mathematical knowledge of mathematics teachers and therefore should be an
objective in teacher training plans. In this paper, we revise different proposals for
categorizing problem-creation activities and propose a theoretical model for problem
posing that, based on the assumptions of the Onto-Semiotic Approach, considers
both the elements that characterize a problem and a categorization of different
types of problem-posing tasks. In addition, the model proposes a description of
the mathematical processes that occur during the sequence of actions carried out
when a new problem is created. The model is illustrated by its application to analyze
the practices developed by pre-service teachers in three problem-posing tasks
aimed at specific didactic-mathematical purposes (mobilizing certain mathematical
knowledge or reasoning, contributing to achieving learning goals, or addressing students’
difficulties). We conclude discussing the potential of our model to analyze the
mathematical processes involved in problem creation from the perspective of teacher
education.