Geodesic
Assessing preservice teachers’ problem posing with open-ended mathematical problems
Didactica Mathematicae, Tome 46 (2024), pp. 101-113.

Voir la notice de l'article provenant de la source Annales Societatis Mathematicae Polonae Series

In the paper we present the results of a study that took place among preservice primary school teachers during a university course on mathematics education. The participants, after receiving instruction on problem posing and open-ended problems, were asked to design and solve open-ended mathematical problems that could be used in the classroom. Our aim was to assess the posed problems, based on their mathematical rigour, their solvability and the number of their solutions. We have seen that many of the problems were mis-labelled as open-ended. Additionally, some problems contained too little or too much data, rendering them difficult to solve by a primary school student. We claim that although the preservice teachers seemed to have followed the instruction they had received during the course, some of their problems were closed or ‘too open’; at the same time, we may claim that even such problems could be used in the classroom, under certain circumstances.
DOI : 10.14708/dm.v46i0.7379
Mots-clés : problem posing, task design, open-ended problem 
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Konstantinos Tatsis; Bożena Maj-Tatsis. Assessing preservice teachers’ problem posing with open-ended mathematical problems. Didactica Mathematicae, Tome 46 (2024), pp.  101-113. doi : 10.14708/dm.v46i0.7379. http://geodesic.mathdoc.fr/articles/10.14708/dm.v46i0.7379/

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