Developing teachers' didactic analysis competence by means of problem-posing

Carlos Torres; Uldarico Malaspina

Developing teachers' didactic analysis competence by means of problem-posing

Carlos Torres
, Uldarico Malaspina

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

1 Scopus citations

Abstract

The study was designed to improve teachers' didactic analysis competence by means of problem-posing tasks. For this purpose, a problem-posing strategy has been implemented which sample consisted in 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. Some findings of our research are related to this competence and it means that the posers could formulate better problems with educational purposes.

Original language	Spanish
Title of host publication	CEUR Workshop Proceedings
Pages	234-243
Number of pages	10
Volume	2555
State	Published - 1 Jan 2019

Cite this

@inproceedings{9415a877c7d3483cafe0980e26462462,

title = "Developing teachers' didactic analysis competence by means of problem-posing",

abstract = "The study was designed to improve teachers' didactic analysis competence by means of problem-posing tasks. For this purpose, a problem-posing strategy has been implemented which sample consisted in 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. Some findings of our research are related to this competence and it means that the posers could formulate better problems with educational purposes.",

author = "Carlos Torres and Uldarico Malaspina",

year = "2019",

month = jan,

day = "1",

language = "Espa{\~n}ol",

volume = "2555",

pages = "234--243",

booktitle = "CEUR Workshop Proceedings",

}

TY - GEN

T1 - Developing teachers' didactic analysis competence by means of problem-posing

AU - Torres, Carlos

AU - Malaspina, Uldarico

PY - 2019/1/1

Y1 - 2019/1/1

N2 - The study was designed to improve teachers' didactic analysis competence by means of problem-posing tasks. For this purpose, a problem-posing strategy has been implemented which sample consisted in 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. Some findings of our research are related to this competence and it means that the posers could formulate better problems with educational purposes.

AB - The study was designed to improve teachers' didactic analysis competence by means of problem-posing tasks. For this purpose, a problem-posing strategy has been implemented which sample consisted in 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. Some findings of our research are related to this competence and it means that the posers could formulate better problems with educational purposes.

M3 - Contribución a la conferencia

VL - 2555

SP - 234

EP - 243

BT - CEUR Workshop Proceedings

ER -