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Designing problems : what kinds of open-ended problems do preservice teachers pose?

Nicol, Cynthia and Bragg, Leicha 2009, Designing problems : what kinds of open-ended problems do preservice teachers pose?, in PME 2009 : Proceedings of 33rd Annual Meeting of the International Group for the Psychology of Mathematics Education, PME, Thessaloniki, Greece, pp. 225-232.

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Title Designing problems : what kinds of open-ended problems do preservice teachers pose?
Author(s) Nicol, Cynthia
Bragg, Leicha
Conference name International Group for the Psychology of Mathematics Education (33rd : 2009 : Thessaloniki, Greece)
Conference location Thessaloniki, Greece
Conference dates 19 -24 July 2009
Title of proceedings PME 2009 : Proceedings of 33rd Annual Meeting of the International Group for the Psychology of Mathematics Education
Editor(s) Tzekaki, Marianna
Kaldrimidou, Maria
Sakonidis, Haralambos
Publication date 2009
Conference series International Group for the Psychology of Mathematics Education Conference
Start page 225
End page 232
Total pages 7
Publisher PME
Place of publication Thessaloniki, Greece
Summary This paper describes preservice teachers' reported experience of problem posing based on self-selected original digital images. The 176 participants from Australia and Canada designed open-ended problems as part of their mathematics education course. Their 444 problems and accompanying photos have been analysed lo explore the types of problems posed and the focus of the mathematical connections. Findings indicate that preservice teachers are challenged when posing open-ended problems however, this process enables them to develop strategies for problem posing and to become more critically aware of the mathematical potential within their environment.
Notes Reproduced with the kind permission of the copyright owner.
ISBN 9789602436523
ISSN 0771-100X
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
ERA Research output type X Not reportable
Copyright notice ©2009, PME
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024772

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