Abstract
The study was designed to improve teachers’ didactic analysis competence by means of problem-posing tasks and evaluate the quality of mathematical problems posed by them. For this purpose, a problem-posing strategy has been implemented which sample consisted of in-service mathematics teachers. This strategy involves a reflection stage that is very close to mathematical practices and it encourages to develop didactic analysis competence. The quality of the mathematical problems was evaluated through qualitative criteria. Some findings of the research are related to didactic analysis competence and it means that the posers could formulate better problems with educational purposes.
| Original language | Spanish |
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| State | Published - 1 Jan 2020 |