TY - JOUR
T1 - Developing teachers' didactic analysis competence by means of problem-posing
AU - Torres, Carlos
AU - Malaspina, Uldarico
N1 - Publisher Copyright:
Copyright © 2019 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
PY - 2019
Y1 - 2019
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.
KW - Didactic analysis competence
KW - In-service mathematics teachers
KW - Problem posing
KW - Quadratic function
UR - http://www.scopus.com/inward/record.url?scp=85079735622&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85079735622
SN - 1613-0073
VL - 2555
SP - 234
EP - 243
JO - CEUR Workshop Proceedings
JF - CEUR Workshop Proceedings
T2 - 2019 International Congress on Educational and Technology in Sciences, CISETC 2019
Y2 - 10 December 2019 through 12 December 2019
ER -