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

Carlos Torres, Uldarico Malaspina

Producción científica: Capítulo del libro/informe/acta de congresoContribución a la conferenciarevisión exhaustiva

1 Cita (Scopus)

Resumen

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.
Idioma originalEspañol
Título de la publicación alojadaCEUR Workshop Proceedings
Páginas234-243
Número de páginas10
Volumen2555
EstadoPublicada - 1 ene. 2019

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