Free Problem Posing Cases of Prospective Mathematics Teachers: Difficulties and Solutions

Şengül, Sare; Katrancı, Yasemin

doi:10.1016/j.sbspro.2015.01.864

Cited by 18 publications

(25 citation statements)

References 5 publications

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“…In their research, Şengül and Katrancı (2014) who examined the skills of mathematics teacher candidates about their free problem posing situation concluded that mathematics problems have been posed adequately. Akdemir and Türnüklü (2017), who conducted a similar study, stated that the sixth grade students have been able to pose a solvable mathematics problem with a ratio of 77.5%.…”

Section: Discussionmentioning

confidence: 99%

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Ortaokul Matematik Öğretmenlerinin Veri İşleme Öğrenme Alanına Yönelik Serbest Problem Kurma Becerilerinin İncelenmesi

Çomarli¹,

Özdemir²

2019

efdyyu

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Section: Discussionmentioning

confidence: 99%

“…Öğretmen adaylarına yönelik yapılan araştırmalar incelendiğinde ise adayların problem kurma becerileri ile birlikte karşılaştıkları zorlukları belirlemeye yönelik çalışmalara yer verildiği görülmüştür. (Kılıç, 2013;Kırnap Dönmez, 2014;Korkmaz ve Gür, 2006;Şengül ve Katrancı, 2014;Zehir, 2013).…”

Section: Araştırmanın Amacıunclassified

Ortaokul Matematik Öğretmenlerinin Veri İşleme Öğrenme Alanına Yönelik Serbest Problem Kurma Becerilerinin İncelenmesi

Çomarli¹,

Özdemir²

2019

efdyyu

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“…Given the importance of problem-posing activities in school mathematics, some researchers have investigated various aspects of problem-posing processes. One important direction is to examine thinking processes related to problem posing (e.g., Bonotto 2013;Şengül and Katranci 2015). Other studies underline the need to incorporate problem-posing activities into mathematics classrooms to determine prospective teachers' problem-posing skills appropriate to selecting, translating, comprehending, and editing models and the possible difficulties they could encounter during the process in fraction problems (Işık et al 2011), to explore students' creativity in mathematics by analyzing their problem-posing abilities in geometric scenarios (Van Harpen and Sriraman 2013) and to examine the knowledge influences of learners' abilities in posing combinatorial problems (Melušová and Šunderlík 2014).…”

Section: Related Workmentioning

confidence: 99%

Model-based analysis of thinking in problem posing as sentence integration focused on violation of the constraints

Supianto

Hayashi

Hirashima

2017

RPTEL

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The advancement of computer and communication technologies has enabled researchers to conduct and analyze the learning process of posing problems. This study investigates what learners think while posing problems as sentence integration in terms of intermediate products as well as the posed problems as the resultant product. Problem posing as sentence integration defines the arithmetic word problem structure, and posing a problem is a task to satisfy all the constraints and requirements to build a valid structure. A previous study shows that, in problem posing as sentence integration for arithmetic word problems, learners try to satisfy a relatively large number of constraints in the posed problems. In contrast, this study focuses on the violation of constraints in the intermediate products while posing problems. The result shows that learners were inclined to avoid as many violated constraints as possible throughout the problem-posing process. Although learners tend to avoid the violated constraints, naturally, they cannot avoid some mistakes. Further analysis shows that learners actually have difficulty in fulfilling particular constraints while posing the problems. Based on this analysis, it is possible to detect the difficulty of learners' actions from the model perspective. Hence, it is possible to give accurate feedback and appropriately support the learners.

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“…How long is the longest side of this field?' Şengül and Katranci (2014) Prospective primary mathematics teachers The interior angles of a triangle 2, 3 and 4 are proportional to the number of regions. How many degrees is the smallest angle of this triangle?…”

Section: Introductionmentioning

confidence: 99%

Improving mathematical learning in Scotland's Curriculum for Excellence through problem posing: an integrative review

McDonald

Smith

2019

The Curriculum Journal

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The purpose of this paper is to explore the importance of problem posing in learning mathematics at the compulsory education level. Despite acknowledging that children have a natural disposition to pose questions, no curricular provision currently exists for the conceptualisation and operationalisation of mathematical problem posing within Scotland's Curriculum for Excellence. In order to provide evidence to support any curricular change, integrative systematic review and narrative synthesis of quantitative and qualitative studies was conducted. Results suggest that problem posing can offer an array of valuable didactic benefits for pupils such as deeper conceptual knowledge, enhanced problem-solving skills and an increase in the enjoyment of mathematics. Evidence from the qualitative synthesis provides some tentative guidance on considerations regarding the integration of problem posing to the curriculum. This study argues that in order to improve future learning experiences, mathematical problem posing should be embedded in all Scottish classrooms. Furthermore, problem posing is determined to be effective in the pedagogical development of prospective primary and secondary mathematics practitioners.

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Free Problem Posing Cases of Prospective Mathematics Teachers: Difficulties and Solutions

Cited by 18 publications

References 5 publications

Ortaokul Matematik Öğretmenlerinin Veri İşleme Öğrenme Alanına Yönelik Serbest Problem Kurma Becerilerinin İncelenmesi

Ortaokul Matematik Öğretmenlerinin Veri İşleme Öğrenme Alanına Yönelik Serbest Problem Kurma Becerilerinin İncelenmesi

Model-based analysis of thinking in problem posing as sentence integration focused on violation of the constraints

Improving mathematical learning in Scotland's Curriculum for Excellence through problem posing: an integrative review

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