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ERIC Number: EJ1124161
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-739X
Pre-Service Teachers' Free and Structured Mathematical Problem Posing
Silber, Steven; Cai, Jinfa
International Journal of Mathematical Education in Science and Technology, v48 n2 p163-184 2017
This exploratory study examined how pre-service teachers (PSTs) pose mathematical problems for free and structured mathematical problem-posing conditions. It was hypothesized that PSTs would pose more complex mathematical problems under structured posing conditions, with increasing levels of complexity, than PSTs would pose under free posing conditions, because the structured posing condition would guide PSTs to more closely consider the mathematical relationships in a posing situation. Sixty-five PSTs--61 participating in a written assessment and 4 participating in task-based interviews--responded to problem-posing tasks under free or structured posing conditions. Two-way independent samples t-tests and chi-square tests were used to test the hypothesis, along with a qualitative analysis of the task-based interviews. We found that while the task format had limited impact on the complexity of problems posed, PSTs in the structured-posing condition may have more closely attended to the mathematical concepts in each task, and may have also impacted their process of posing problems than those in the free posing condition.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A