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 original | Español |
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Título de la publicación alojada | CEUR Workshop Proceedings |
Páginas | 234-243 |
Número de páginas | 10 |
Volumen | 2555 |
Estado | Publicada - 1 ene. 2019 |