Learning to pose mathematical problems: Exploring changes in preservice teachers' practices |
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| Authors: | S Crespo |
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| Institution: | (1) Department of Teacher Education, Michigan State University, 116P Erickson Hall, East Lansing, MI, 48824, U.S.A. |
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| Abstract: | Learning to pose mathematical tasks is one of the challenges of learning to teach mathematics. How and when preservice teachers
may learn this essential practice,however, is not at all clear. This paper reports on a study that examined the changes in
the problem posing strategies of a group of elementary preservice teachers as they posed problems to pupils. It reports that
their later problem posing practices significantly differed from their earlier ones. Rather than posing traditional single
steps and computational problems, these preservice teachers ventured into posing problems that had multiple approaches and
solutions, were open-ended and exploratory, and were cognitively more complex. Their problem posing style also changed. Rather
than making adaptations that made students' work easier or narrowed the mathematical scope of the problem, their adaptations
became less leading and less focused on avoiding pupils' errors. Posing problems to an authentic audience, engaging in collaborative
posing, and having access and opportunities to explore new kinds of problems are highlighted as important factors in promoting
and supporting the reported changes.
This revised version was published online in August 2006 with corrections to the Cover Date. |
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| Keywords: | learning to teach mathematics preservice teachers' learning problem posing practices |
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