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Designing open-ended problems to challenge preservice teachers' views on mathematics and pedagogy

Bragg, Leicha and Nicol, C. 2008, Designing open-ended problems to challenge preservice teachers' views on mathematics and pedagogy, in PME 32 : Mathematical ideas : history, education and cognition : Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education, International Group for the Psychology of Mathematics Education, Morelia, Mexico, pp. 201-208.

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Title Designing open-ended problems to challenge preservice teachers' views on mathematics and pedagogy
Author(s) Bragg, Leicha
Nicol, C.
Conference name International Group for the Psychology of Mathematics Education. Conference (32nd : 2008 : Morelia, Mexico)
Conference location Morelia, Mexico
Conference dates 17-21 July 2008
Title of proceedings PME 32 : Mathematical ideas : history, education and cognition : Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education
Editor(s) Figueras, Olimpia
Cortina, Jose Luis
Alatorre, Silvia
Rojano, Teresa
Sepulveda, Armando
Publication date 2008
Conference series International Group for the Psychology of Mathematics Education Conference
Start page 201
End page 208
Publisher International Group for the Psychology of Mathematics Education
Place of publication Morelia, Mexico
Summary This study examines preservice elementary teachers' reported experiences of posing open-ended mathematics problems. Responses of 33 students in a mathematics teacher education course were analysed for the strategies participants used, what they learned and the challenges encountered from an opportunity to collect digital images and pose open-ended problems related to those images. Results indicate that preservice teachers reported a shift in the ways they viewed mathematics and how it might be taught. The school curriculum both constrained and provided possibilities for preservice teachers in noticing mathematics beyond the textbook and mathematics classroom. This study adds to our understanding of teaching as a learning practice and the art of posing mathematical problems as a significant aspect of that practice.
ISBN 9789689020073
9689020072
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2008, International Group for the Psychology of Mathematics Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30018351

Document type: Conference Paper
Collections: School of Education
Higher Education Research Group
Open Access Collection
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