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

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conference contribution
posted on 2009-01-01, 00:00 authored by C Nicol, Leicha Bragg
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.

History

Event

International Group for the Psychology of Mathematics Education (33rd : 2009 : Thessaloniki, Greece)

Pagination

225 - 232

Publisher

PME

Location

Thessaloniki, Greece

Place of publication

Thessaloniki, Greece

Start date

2009-07-19

End date

2009-07-24

ISSN

0771-100X

ISBN-13

9789602436523

Language

eng

Notes

Reproduced with the kind permission of the copyright owner.

Publication classification

E2 Full written paper - non-refereed / Abstract reviewed

Copyright notice

2009, PME

Editor/Contributor(s)

M Tzekaki, M Kaldrimidou, H Sakonidis

Title of proceedings

PME 2009 : Proceedings of 33rd Annual Meeting of the International Group for the Psychology of Mathematics Education

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