Learning to Teach Mathematics through Problem Posing: Teachers' Beliefs and Performance on Problem Posing

Autor/inn/en	Li, Xinlian; Song, Naiqing; Hwang, Stephen; Cai, Jinfa
Titel	Learning to Teach Mathematics through Problem Posing: Teachers' Beliefs and Performance on Problem Posing
Quelle	In: Educational Studies in Mathematics, 105 (2020) 3, S.325-347 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-020-09981-0
Schlagwörter	Mathematics Instruction; Teaching Methods; Problem Solving; Teacher Attitudes; Beliefs; Barriers; Faculty Development; Workshops; Teacher Competencies + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Lehrerverhalten; Belief; Glaube; Lernwerkstatt; Schulung; Lehrkunst
Abstract	Any effort to integrate problem-posing instruction in school mathematics must attend to teachers' beliefs about the advantages of teaching through problem posing and especially their beliefs about the challenges of teaching in this way. This study investigated teachers who were learning how to teach mathematics through problem posing. The primary foci were the teachers' beliefs about teaching through problem posing and their problem-posing performance. The findings demonstrate that the participating teachers were able to engage successfully in problem-posing tasks and that they held a number of different beliefs about the advantages and challenges of teaching through problem posing. After participating in three workshops, a sample of teachers showed gains in problem-posing performance and in the scope and specificity of their beliefs about teaching through problem posing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01