Case Study on Mathematics Pre-service Teachers’ Difficulties in Problem Posing

Albert Mallart; Vicenç Font; Javier Diez

doi:10.29333/ejmste/83682

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Albert Mallart ¹ ² ^* , Vicenç Font ², Javier Diez ²

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¹ Princep de Girona High School, Barcelona, SPAIN² Barcelona University, Faculty of Education, Dept. of Mathematics Education, Barcelona, SPAIN^* Corresponding Author

Abstract

This research is presented in a way that provides useful knowledge for successful problem posing by mathematics pre-service teachers. We present a review of the concept of mathematical creativity (by different authors) and review studies that underline the relevance of problem posing in teaching mathematics, studies that consider problem posing a way to identify students’ learning patterns and to test them, and studies that relate mathematical competences to problem posing. Participants in the study were 10 pre-service teachers who were successful in problem solving. Data were gathered through qualitative techniques: classroom observations, sequences of tasks, questionnaires, student focus groups and discussion. The case study illustrated some of pre-service teachers’ difficulties in problem posing: creating problems that students recognize as relevant to their everyday lives, problems adapted to the school curriculum at a specific educational level, and problems that can be self-corrected.

Keywords

creativity
pre-service teachers
Problem Posing
problem solving
competences

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 4, 1465-1481

https://doi.org/10.29333/ejmste/83682

Publication date: 21 Jan 2018

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Article Downloads: 4425

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How to cite this article

APA

Mallart, A., Font, V., & Diez, J. (2018). Case Study on Mathematics Pre-service Teachers’ Difficulties in Problem Posing. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1465-1481. https://doi.org/10.29333/ejmste/83682

Vancouver

Mallart A, Font V, Diez J. Case Study on Mathematics Pre-service Teachers’ Difficulties in Problem Posing. EURASIA J Math Sci Tech Ed. 2018;14(4):1465-81. https://doi.org/10.29333/ejmste/83682

AMA

Mallart A, Font V, Diez J. Case Study on Mathematics Pre-service Teachers’ Difficulties in Problem Posing. EURASIA J Math Sci Tech Ed. 2018;14(4), 1465-1481. https://doi.org/10.29333/ejmste/83682

Chicago

Mallart, Albert, Vicenç Font, and Javier Diez. "Case Study on Mathematics Pre-service Teachers’ Difficulties in Problem Posing". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 4 (2018): 1465-1481. https://doi.org/10.29333/ejmste/83682

Harvard

Mallart, A., Font, V., and Diez, J. (2018). Case Study on Mathematics Pre-service Teachers’ Difficulties in Problem Posing. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), pp. 1465-1481. https://doi.org/10.29333/ejmste/83682

MLA

Mallart, Albert et al. "Case Study on Mathematics Pre-service Teachers’ Difficulties in Problem Posing". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 4, 2018, pp. 1465-1481. https://doi.org/10.29333/ejmste/83682