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ERIC Number: EJ1135493
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2014-5349
EISSN: N/A
Problem-Posing as a Didactic Resource in Formal Mathematics Courses to Train Future Secondary School Mathematics Teachers
Solórzano, Lorena Salazar
Journal of Technology and Science Education, v5 n2 p64-74 2015
Beginning university training programs must focus on different competencies for mathematics teachers, i.e., not only on solving problems, but also on posing them and analyzing the mathematical activity. This paper reports the results of an exploratory study conducted with future secondary school mathematics teachers on the introduction of problem-posing tasks in formal mathematics courses, specifically in abstract algebra and real analysis courses. Evidence was found that training which includes problem-posing tasks has a positive impact on the students' understanding of definitions, theorems and exercises within formal mathematics, as well as on their competency in reflecting on the mathematical activity.
Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Costa Rica
Grant or Contract Numbers: N/A