scholarly journals Prospective elementary school teachers’ ways of making sense of mathematical problem posing

2012 ◽  
Vol 6 (4) ◽  
pp. 135-146
Author(s):  
Olive Chapman
Keyword(s):  
Elementary School Teachers ◽  
Prospective Teachers ◽  
Mathematical Problem ◽  
Problem Posing ◽  
Knowledge For Teaching ◽  
Making Sense ◽  
Mathematical Problems ◽  
Mathematical Problem Posing ◽  
The Impact ◽  
Futuros Maestros

The study tackled prospective teachers’ sense-making of mathematical problem posing and the impact of posing different contextual problems on their learning. Focus was on the generation of new problems and reformulation of given problems. Participants were 40 prospective elementary teachers. The findings provide insights into possible ways these teachers could make sense of problem posing of contextual mathematical problems and the learning afforded by posing diverse problems. Highlighted are five perspectives and nine categories of problem posing tasks to support development of proficiency in problem-posing knowledge for teaching. Modos en que futuros profesores de primaria dan sentido a la invención de problemas matemáticos El estudio indagó sobre los modos en que futuros profesores de primaria dan sentido a la invención de problemas matemáticos y el impacto de plantear diferentes problemas contextualizados en su aprendizaje. El foco fue la invención de nuevos problemas y la reformulación de otros dados. Los participantes fueron 40 futuros maestros de primaria. Los resultados proporcionan elementos sobre posibles modos en que estos maestros dan sentido a la invención de problemas matemáticos y el aprendizaje que ofrece plantear diversos problemas. Se destacan cinco perspectivas y nueve categorías de tareas en la invención de problemas para apoyar el desarrollo de la competencia de plantear problemas en la enseñanza.Handle: http://hdl.handle.net/10481/20053Nº de citas en WOS (2017): 6 (Citas de 2º orden, 4)Nº de citas en SCOPUS (2017): 7 (Citas de 2º orden, 7)

Posing Mathematical Problems: An Exploratory Study

1996 ◽  
Vol 27 (3) ◽  
pp. 293-309 ◽  
Author(s):  
Edward A. Silver ◽  
Joanna Mamona-Downs ◽  
Shukkwan S. Leung ◽  
Patricia Ann Kenney
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Initial Conditions ◽  
Mathematical Problem ◽  
Problem Posing ◽  
School Teachers ◽  
Written Responses ◽  
Task Setting ◽  
Mathematical Problems ◽  
Mathematical Problem Posing

In this study, 53 middle school teachers and 28 prospective secondary school teachers worked either individually or in pairs to pose mathematical problems associated with a reasonably complex task setting, before and during or after attempting to solve a problem within that task setting. Written responses were examined to determine the kinds of problems posed in this task setting, to make inferences about cognitive processes used to generate the problems, and to examine differences between problems posed prior to solving the problem and those posed during or after solving. Although some responses were ill-posed or poorly stated problems, subjects generated a large number of reasonable problems during both problem-posing phases, thereby suggesting that these teachers and prospective teachers had some personal capacity for mathematical problem posing. Subjects posed problems using both affirming and negating processes; that is, not only by generating goal statements while keeping problem constraints fixed but also by manipulating the task's implicit assumptions and initial conditions. A sizable portion of the posed problems were produced in clusters of related problems, thereby suggesting systematic problem generation. Subjects posed more problems before problem solving than during or after problem solving, and they tended to shift the focus of their posing between posing phases based at least in part on the intervening problem-solving experience. Moreover, the posed problems were not always ones that subjects could solve, nor were they always problems with “nice” mathematical solutions.

scholarly journals PROBLEM POSING SEBAGAI KEMAMPUAN MATEMATIS

2018 ◽  
Vol 6 (1) ◽  
pp. 163-180 ◽  
Author(s):  
Ekasatya Aldila Afriansyah
Keyword(s):  
Prospective Teachers ◽  
Mathematical Problem ◽  
Present Problem ◽  
Problem Posing ◽  
Good Teacher ◽  
Quality Of Learning ◽  
Mathematical Problems ◽  
Mathematical Problem Posing ◽  
Mathematical Skill

Perlunya kemampuan dalam membuat permasalahan/persoalan matematis sangat diperlukan oleh seorang guru. Hal tersebut berguna agar guru tidak hanya memberikan soal yang ada di buku saja. Guru dituntut kreatif; guru perlu memiliki kemampuan dalam membuat soal yang dibutuhkan oleh siswanya. Selama ini, kemampuan yang terus disoroti adalah kemampuan dalam menyelesaikan berbagai tipe soal dilihat dari daya pikir siswanya. Untuk kali ini, kita coba lihat dari sudut pandang perlunya kemampuan seorang guru untuk memiliki kemampuan pengajuan permasalahan matematis (mathematical problem posing) ini. Seiring dengan meningkatnya kemampuan membuat soal yang baik tentunya dapat meningkatkan kualitas pembelajaran di kelas. Kemampuan mathematical problem posing ini masih menjadi kendala bagi beberapa mahasiswa calon guru matematika, padahal kemampuan ini sangat diperlukan bagi mereka yang akan menjadi seorang guru yang baik. Oleh karena itu, pada kesempatan ini, kita akan coba paparkan problem posing sebagai suatu kemampuan matematis yang diperlukan oleh seseorang, terutama calon guru.The need for the skill to create mathematical problems/issues needed by a teacher. It is useful for teachers to provide problems that exist in books only. Teachers need to be creative; teachers need to have the skill to create questions that needed by their students. During this time, a skill that continues to be highlighted is the ability to resolve various types of problems seen from the intellect students. For this time, we look from the perspective of the need for the skill of a teacher to have the skill of mathematical problem posings. Along with the increased mathematical problem posing skill can certainly improve the quality of learning in the classroom. Mathematical problem posing skill is still an obstacle for some mathematics prospective teachers, but this skill is very necessary for those who would become a good teacher. Therefore, on this occasion, we will try to present problem posing as a mathematical skill needed by someone, especially prospective teachers.

scholarly journals THE STRATEGY OF FORMULATE-SHARE-LISTEN-CREATE TO IMPROVE VOCATIONAL HIGH SCHOOL STUDENTS’ MATHEMATICAL PROBLEM POSING ABILITY AND MATHEMATICAL DISPOSITION ON PROBABILITY CONCEPT

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Tina Rosyana ◽  
M. Afrilianto ◽  
Eka Senjayawati
Keyword(s):  
High School ◽  
Learning Strategy ◽  
Mathematical Problem ◽  
Problem Posing ◽  
Control Group ◽  
Vocational High School ◽  
Mathematical Problems ◽  
Probability Concept ◽  
Mathematical Problem Posing ◽  
Better Than

This study aims to examine the improvement of students’ mathematical problem posing ability and mathematical disposition through the strategy of Formulate-Share-Listen-Create (FSLC) on probability concept. The method used in this research is the experimental method, with the design of pretest-posttest control group. The population is all students of the vocational high school in Cimahi, while the sample was selected two classes from one of the vocational high school selected at random. The instrument of a test in the form of description is used to measure students’ mathematical problem posing ability, while the non-test instrument is questionnaire of mathematical disposition scale. The results showed (1) The mathematical problems posing of the students who obtained FSLC learning strategy is better than that of those who obtained conventional one; (2) The improvement of mathematical problems posing of the students who obtained FSLC learning strategy is better than that of those who obtained conventional one; (3) The mathematical disposition of students who obtained  FSLC learning strategy is better than that of those who obtained conventional learning.

scholarly journals The impact of 3CM model within blended learning to students' creative thinking ability

2020 ◽  
Vol 10 (1) ◽  
pp. 32
Author(s):  
Wahyudi Wahyudi ◽  
S.B Waluya ◽  
Waluya Suyitno ◽  
Isnarto Isnarto
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Mathematical Concepts ◽  
Post Test ◽  
Mathematical Problems ◽  
The Impact

Creating an enjoyable atmosphere and fostering creativity are the two most required components in learning mathematics. Hence, creativity would enable students to formulate something new. In addition, creativity is one of the most important and highest competencies in Bloom’s latest taxonomy. Furthermore, it is necessary to be possessed by everyone including prospective teachers. Not only for producing products in the form of objects, but the term creative also refers to problem solving in mathematic problems. This research is conducted to obtain a detail description regarding the impact of 3CM learning model among blended learning toward the enhancement of students’ creative thinking skills in mathematical problem solving. To achieve this goal, a pre-experimental design with one group pre-test post-test design pattern is chosen. Creative thinking skills are measured by test techniques and are emulated with observation techniques. Observations were performed when students worked on the test. The impact of 3CM learning with blended learning seen from test results paired sample T tests with the help of SPSS program a that are acquired from close ended questionnaire techniques. The results show that the average of pre-test is 60.51 and the average of post-test is 75.96. As for the results of paired T tests is the test got sig value (2-tailed) 0.000, and hence there was a significant gap among the results of pre-test and post-test. All of these results imply that 3CM learning within blended learning is undoubtedly able to increase students’ creativity in solving mathematical problems. This is due to the learning situation and activities which push students to do systematic thinking. It was started by criticizing the enchanting contextual problems, creating creative products based on particular mathematical concepts, and ended by having meaningful reflection.

scholarly journals An investigation of mathematical problem posing skills of gifted students

2020 ◽  
Vol 10 (3) ◽  
pp. 655-696
Author(s):  
Fatma Erdoğan ◽  
Neslihan Gül
Keyword(s):  
Mathematical Problem ◽  
Descriptive Analysis ◽  
Gifted Students ◽  
Sixth Grade ◽  
Problem Posing ◽  
Difficulty Level ◽  
Eighth Grade ◽  
School Students ◽  
Mathematical Problems ◽  
Mathematical Problem Posing

This study aimed to investigate the mathematical problem posing skills of gifted students. The participants of the study, designed as a case study, were 55 middle school students (20 sixth grade, 17 seventh grade, 18 eighth grade) who were studying at Science and Art Center in a city in the Eastern Anatolia region. Data were collected through a problem posing form which includes a semi-structured problem posing task in which the students were asked to make up three problems (easy, moderately difficult, and difficult) about three different figures given. The students’ responses to the problem posing task were analyzed with descriptive analysis method. Results showed that almost all of the problems posed by students were mathematical problems. Seventh and eighth-grade students posed more non-mathematical problems than sixth-grade students. Results also revealed that the students mostly posed extensive problems (related to further steps beyond the three given figures) in easy, moderately difficult and difficult tasks. Problem posing rates of the students with the level of difficulty that progresses hierarchically as desired were found to be quite low in the progression analysis of problems’ difficulty level.

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