Selecting and sequencing problems for classroom discussion in a problem-posing task: Insights from prospective elementary teachers

Kar T.

Congress of the European Society for Research in Mathematics Education, Bolzano, İtalya, 4 - 08 Şubat 2025, ss.1-8

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Basıldığı Şehir: Bolzano
  • Basıldığı Ülke: İtalya
  • Sayfa Sayıları: ss.1-8
  • Recep Tayyip Erdoğan Üniversitesi Adresli: Evet

Özet

This study aims to determine which problems and in what sequence prospective elementary teachers select for a problem-posing task to handle them in classrooms, as well as the factors that mobilize their selection. We presented eight problems to 40 participants, developed according to various criteria for a problem-posing situation. They were asked to select four of these problems and explain their reasons for their selections. The findings provide data on the participants’ problem selections. Furthermore, we identified seven factors that influenced their reasons for problem selection, two of which—focusing on mathematical content and varying the complexity—were more emphasized.