Problem Posing Via Scriptwriting: What Instructional Flows Do Mathematics Teachers Use in Implementing the Problem‑Posing Task?
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, cilt.23, sa.0, ss.1127-1151, 2025 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 23 Sayı: 0
- Basım Tarihi: 2025
- Doi Numarası: 10.1007/s10763-024-10507-w
- Dergi Adı: INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
- Derginin Tarandığı İndeksler: Scopus, Social Sciences Citation Index (SSCI), IBZ Online, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
- Sayfa Sayıları: ss.1127-1151
- Recep Tayyip Erdoğan Üniversitesi Adresli: Evet
Özet
The present study aimed to describe teachers’ instructional fows when implementing a mathematical problem-posing task using scriptwriting technique. With matchsticks, a growing pattern that increases by a constant unit was created and presented
to the teachers as a problem-posing situation. We analyzed the instructional fows in
50 scripts, taking into account situations recognized in the problem-posing feld as
critical for integrating problem posing into mathematics classrooms. We determined
three instructional fows in the scripts: pose and solve cycle-based, observationbased, and problem-solving based, the frst being the most common. We presented
a new problem-posing instructional model and discussed its potential benefts for
student learning.