What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems

Sandra Crespo; Nathalie Sinclair

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What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems

机译：是什么使问题在数学上变得有趣？邀请准老师提出更好的问题

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School students of all ages, including those who subsequently become teachers, have limited experience posing their own mathematical problems. Yet problem posing, both as an act of mathematical inquiry and of mathematics teaching, is part of the mathematics education reform vision that seeks to promote mathematics as an worthy intellectual activity. In this study, the authors explored the problem-posing behavior of elementary prospective teachers, which entailed analyzing the kinds of problems they posed as a result of two interventions. The interventions were designed to probe the effects of (a) exploration of a mathematical situation as a precursor to mathematical problem posing, and (b) development of aesthetic criteria to judge the mathematical quality of the problems posed. Results show that both interventions led to improved problem posing and mathematically richer understandings of what makes a problem ‘good.’

机译：所有年龄段的在校学生，包括后来成为老师的学生，在提出自己的数学问题方面经验有限。然而，无论是作为数学探究活动还是作为数学教学活动，提出问题都是数学教育改革构想的一部分，该构想旨在促进数学成为一项有价值的智力活动。在这项研究中，作者探索了基础准教师的问题提出行为，这需要分析他们由于两种干预而提出的问题种类。干预措施旨在探究以下影响：（a）探索数学情况作为提出数学问题的先兆；以及（b）发展审美标准以判断所提出问题的数学质量。结果表明，这两种干预措施都可以改善问题的提出能力，并从数学上更深刻地了解使问题“良好”的原因。

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来源
《Journal of Mathematics Teacher Education》 |2008年第5期|395-415|共21页
作者
Sandra Crespo; Nathalie Sinclair;
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作者单位

Department of Teacher Education Michigan State University 116P Erickson Hall East Lansing MI 48824-1034 USA;

Faculty of Education Simon Fraser University Vancouver BC Canada;

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原文格式 PDF
正文语种 eng
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关键词
Problem posing; Mathematical aesthetic; Prospective teachers; Learning to pose problems;

机译：提出问题;数学美学;准教师;学习提出问题;

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1. What makes a problem mathematically interesting?Inviting prospective teachers to pose better problems [J] . Sandra Crespo, Nathalie Sinclair Journal of mathematics teacher education . 2008,第5期

机译：数学上使问题变得有趣的是什么？邀请准教师提出更好的问题
2. What makes a problem mathematically interesting?Inviting prospective teachers to pose better problems [J] . Sandra Crespo, Nathalie Sinclair Journal of mathematics teacher education . 2008,第5期

机译：数学上使问题变得有趣的是什么？邀请准教师提出更好的问题
3. Posing mathematically worthwhile problems: developing the problem-posing skills of prospective teachers [J] . Leavy Aisling, Hourigan Mairead Journal of mathematics teacher education . 2020,第4期

机译：在数学上有价值的问题：制定未来教师的问题构成技巧
4. Expert Judgement Android Package Kit to Improve Mathematical Problem Posing of Prospective Teachers [C] . Ariyanto Lilik, Supandi, Indiati Intan, International Conference on Education and Social Science . 2020

机译：专家判断Android包装工具包，改进潜在教师的数学问题
5. Training prospective teachers to identify and refer students who show mental health concerns that may pose barriers to their learning [D] . Scullion-McPherson, Kristy L. 2003

机译：培训准教师，以识别和推荐那些表现出可能对学习造成障碍的心理健康问题的学生
6. Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers Self-Efficacy Among Australian Secondary Mathematics Teachers [O] . Fang Guangbao, Teo Timothy 2021

机译：调查建构主义信仰和课堂气候对澳大利亚中学教师教师自我效力的协会
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What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems

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