Open AccessProblem posing as a didactic resource in formal mathematics courses to train future secondary school mathematics teachers
Author(s) -
Lorena Salazar Solórzano
Publication year - 2015
Publication title -
journal of technology and science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.351
H-Index - 9
eISSN - 2014-5349
pISSN - 2013-6374
DOI - 10.3926/jotse.141
Subject(s) - mathematics education , connected mathematics , resource (disambiguation) , exploratory research , core plus mathematics project , mathematical problem , reform mathematics , computer science , mathematics , algebra over a field , computer network , sociology , anthropology , pure mathematics
Beginning university training programs must focus on different competencies for mathematics teachers, i.e., not only on solving problems, but also on posing them and analyzing the mathematical activity. This paper reports the results of an exploratory study conducted with future secondary school mathematics teachers on the introduction of problem-posing tasks in formal mathematics courses, specifically in abstract algebra and real analysis courses. Evidence was found that training which includes problem-posing tasks has a positive impact on the students’ understanding of definitions, theorems and exercises within formal mathematics, as well as on their competency in reflecting on the mathematical activity.