Problem Posing Via Scriptwriting: What Instructional Flows Do Mathematics Teachers Use in Implementing the Problem‑Posing Task?

Kar T., Öztürk F., Öçal M. F., Özkaya M.

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, cilt.0, sa.0, ss.1-25, 2024 (SSCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 0 Sayı: 0
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1007/s10763-024-10507-w
  • Dergi Adı: INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.1-25
  • 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.