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

Grupo de Investigación en Didáctica de las Matemáticas

Pontifical Catholic Univ. of Peru

Producción científica: Contribución a una revista › Artículo de la conferencia › revisión 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 original	Inglés
Páginas (desde-hasta)	234-243
Número de páginas	10
Publicación	CEUR Workshop Proceedings
Volumen	2555
Estado	Publicada - 2019
Evento	2019 International Congress on Educational and Technology in Sciences, CISETC 2019 - Arequipa, Perú Duración: 10 dic. 2019 → 12 dic. 2019

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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.",

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

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