The Development of Mathematical Problem Posing Abilities of Preservice Mathematics Teachers
Keywords:
problem posing, instructional process, mathematical problem posing ability, preservice teacherAbstract
The purpose of this research was to study the mathematical problem posing abilities of preservice mathematics teachers (PMTs). The target was 26 third - year PMTs in a program in mathematics the faculty of education at Nakhon Sawan Rajabhat University who registered in the “Mathematical Problem Solving and Problem Posing” course in the first semester of the academic year 2021. The research instruments for data collection were 1) lesson plans corresponding to processes to enhance the mathematical problem - posing abilities of PMTs which consisted of 2 steps: 1) preparation for mathematical problem posing and (2) mathematical problem posing steps 2) a mathematical knowledge test and 3) a mathematical problem - posing ability test.
The research results indicated that 23 out of 26 PMTs passed the criteria for mathematical problem - posing ability (88.46 %), and the average score of PMTs’ mathematical problem - posing ability was at a the high level. The process to enhance the mathematical problem - posing abilities of PMTs could apply to course development as well as the related activities in order to enhance the PMTs’ mathematical problem - posing abilities efficiently.
References
Brown, S. I., & Walter, M. I. (2005). The art of problem posing. Psychology Press.
Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in preservice teachers' practices. Educational Studies in Mathematics, 52(3), 243-270.
Crespo, S. (2003). & Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal of Mathematics Teacher Education, 11(5), 395-415.
Daher, W., & Anabousy, A. (2018). Creativity of pre-service teachers in problem posing. EURASIA Journal of Mathematics Science and Technology Education, 14(7), 2929-2945.
Ellerton, N. F. (2015). Problem posing as an integral component of the mathematics curriculum: A study with prospective and practicing middle-school teachers. In Mathematical Problem Posing, New York. Springer: 513-543.
Grouws, D. (2006). Handbook of research on mathematics teaching and learning: (A project of the National Council of Teachers of Mathematics). 1 Vol. IAP.
Grundmeier, T. A. (2015). Developing the problem-posing abilities of prospective elementary and middle school teachers. In Mathematical Problem Posing, New York. Springer: 411-431.
Institute for the Promotion of Teaching Science and Technology. (2013). Example of mathematics assessments. Bangkok: Chulalongkorn University Press. [in Thai].
Isik, C., Kar, T., Yalcin, T., & Zehir, K. (2011). Prospective teachers’ skills in problem posing with regard to different problem posing models. Procedia-Social and Behavioral Sciences, 15, 485-489.
Khammani, T. (2015). Teaching techniques: Knowledge for effective learning process. Bangkok: Darn Sutha Press Company Limited. [in Thai]
Kilic, C. (2013a). Determining the Performances of Pre-Service Primary School Teachers in Problem Posing Situations. Educational Sciences: Theory and Practice, 13(2), 1207-1211.
Kilic, C. (2013 b). Pre-service primary teachers’ free problem-posing performances in the context of fractions: An example from Turkey. The Asia-Pacific Education Researcher, 22(4), 677-686.
Kilic, C. (2017). A new problem-posing approach based on problem-solving strategy: Analyzing pre-service primary school teachers’ performance. Educational Sciences: Theory & Practice, 17(3).
Kontorovich, I. (2009). Essential aspects for inclusion in future consolidated problem posing frameworks. In Proceeding of the sixth International Conference on Excellent in Academia.
Kontorovich, I., Koichu, B., Leikin, R., & Berman, A. (2012). An exploratory framework for handling the complexity of mathematical problem posing in small groups. The Journal of Mathematical Behavior, 31(1), 149-161.
Lappan, G. (1991). Professional standards for teaching mathematics. Reston (Virginia): NCTM.
Lavy, I., & Bershadsky, I. (2003). Problem posing via “what if not?” strategy in solid geometry—a case study. The Journal of Mathematical Behavior, 22(4), 369-387.
Leavy, A., & Hourigan, M. (2019). Posing mathematically worthwhile problems: developing the problem-posing skills of prospective teachers. Journal of Mathematics Teacher Education, 23(4), 341-361.
Lee, J. E. (2012). Prospective elementary teachers’ perceptions of real-life connections reflected in posing and evaluating story problems. Journal of Mathematics Teacher Education, (6), 429-452.
Lee, Y., Capraro, R. M., & Capraro, M. M. (2018). Mathematics teachers’ subject matter knowledge and pedagogical content knowledge in problem posing. International Electronic Journal of Mathematics Education, 13(2), 75-90.
Nicol, C., & Bragg, L. (2009). Designing problems: What kinds of open-ended problems do preservice teachers pose?. In PME 2009: Proceedings of 33rd Annual Meeting of the International Group for the Psychology of Mathematics Education. PME: 225-232.
Paolucci, C., & Wessels, H. (2017). An Examination of preservice teachers’ capacity to create mathematical modeling problems for children. Journal of Teacher Education, 68(3), 330-344.
Pittalis, M., Christou, C., Mousoulides, N., & Pitta-Pantazi, D. (2004). A structural model for problem posing. In Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 4, 49-56.
Rosli, R., Capraro, M. M., Goldsby, D., Onwuegbuzie, A. J., & Capraro, R. M. (2015). Middle-grade preservice teachers’ mathematical problem solving and problem posing. In Mathematical problem posing. Springer: 333-354.
Sengul, S., & Katranci, Y. (2015). Free problem posing cases of prospective mathematics teachers: Difficulties and solutions. Procedia-Social and Behavioral Sciences, 174, 1983-1990.
Silber, S., & Cai, J. (2017). Pre-service teachers' free and structured mathematical problem posing. International Journal of Mathematical Education in Science and Technology, 48(2), 163-184.
Stickles, P. R. (2011). An analysis of secondary and middle school teachers’ mathematical problem posing. Investigations in Mathematics Learning, 3(2), 1-34.
Stoyanova, E., & Ellerton, N. F. (1996). A framework for research into students’ problem posing in school mathematics. Technology in mathematics education, 518-525.
Silber, S., & Cai, J. (2017). Pre-service teachers' free and structured mathematical problem posing. International Journal of Mathematical Education in Science and Technology. 48(2), 163-184.
Unver, S. K., Hidiroglu, C. N., Dede, A. T., & Guzel, E. B. (2018). Factors Revealed while Posing Mathematical Modelling Problems by Mathematics Student Teachers. European Journal of Educational Research, 7(4), 941-952.
Ugsonkid, S. (2010). The develop of a model to enhance teaching ability on mathematical problem solving and problem posing for preservice teachers (Doctoral dissertation). Bangkok: Srinakharinwirot University. [in Thai].
Yilmaz, Y., Durmus, S., & Yaman, H. (2018). An investigation of pattern problems posed by middle school mathematics preservice teachers using multiple representation. International Journal of Research in Education and Science, 4(1), 148-164.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Journal of Kasetsart Educational Review
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความทุกบทความเป็นลิขสิทธิ์ของวารสารคณะศึกษาศาสตร์ มหาวิทยาลัยเกษตรศาสตร์ วิทยาเขตบางเขน
วารสารศึกษาศาสตร์ปริทัศน์ (Kasetsart Educational Review)
