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首页> 外文期刊>Journal of mathematics teacher education >Posing mathematically worthwhile problems: developing the problem-posing skills of prospective teachers
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Posing mathematically worthwhile problems: developing the problem-posing skills of prospective teachers

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

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摘要

Problem solving is a key priority in school mathematics. Central to the valuable role played by problem solving is the quality of the problems posed. While we recognize the features of good problems and how to support learners in solving problems, less is known about the ways in which prospective teachers' (PTs) conceptions of what constitutes a 'good' problem develop within the confines of an Initial Teacher Education program. This study explored the effect of engagement in a mathematics education course on the problem-posing skills of 415 prospective primary teachers. A 3-week instructional unit consisting of a series of lectures and tutorials on problem solving and problem posing was implemented. A questionnaire examining participants' understandings of and ability to pose problems was administered prior to and following instruction. Results reveal that participation brought improvements in conceptions of what constituted a good problem and in the ability to pose good problems (targeted at grades 1-4). Initial problems generally were arithmetic, required one step to solve and had only one correct solution. Following the instructional unit, attention was paid to designing problems that had the potential of multiple strategy use, multiple possible correct solutions, multiple modes of representation and the incorporation of extraneous information. Despite these improvements, the complexities of problem posing and the challenges that persist for PTs in posing good problems are evidenced. Recommendations are made for the enhancement of problem-posing experiences, most notably developing skills in identifying mathematically worthwhile problems from a selection of problems or in reformulating given problems to make them better, that support PTs in developing the knowledge and understandings required to pose mathematically worthwhile problems.
机译：问题解决是学校数学的关键优先级。解决问题解决的宝贵作用的核心是提出问题的质量。虽然我们认识到良好问题的特征以及如何支持学习者在解决问题的情况下，但越少了解了在初始教师教育计划的范围内构成“良好”问题的潜在教师（PTS）概念的方式。 。本研究探讨了参与数学教育课程的效果对415名潜在教师的问题构成技能。实施了一系列3周的教学单位，由一系列关于问题解决和问题构成的讲座和教程组成。在指导下和遵循教学之前，管理调查问卷审查参与者的理解和姿势问题的能力。结果表明，参与提高了构成良好问题的概念的改善，并在造成良好问题的能力（目标为1-4等级）。初始问题通常是算术，需要一个步骤来解决，只有一个正确的解决方案。在教学单位之后，关注设计具有多种策略使用的可能性的问题，多种可能的正确解决方案，多种表示模式以及无关的信息。尽管有这些改进，但问题冒充的复杂性和持续存在于良好问题的挑战的挑战得到了困扰。建议是为了提高问题造成的经验，最显着的发展技能在识别数学上有价值的问题，或者在更好地制定了若干问题中，以使他们更好地使他们能够更好地制定，以发展所需的知识和理解，以发展数学上有价值所需的知识和理解问题。

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