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What research says about teaching mathematics through problem posing / Jinfa Cai in Education & Didactique, n°3 (septembre 2022)  

Public ISBD [article]  inEducation & Didactique > n°3 (septembre 2022) . - p. 31/50 Titre : What research says about teaching mathematics through problem posing Type de document : texte imprimé Auteurs : Jinfa Cai, Auteur Année de publication : 2022 Article en page(s) : p. 31/50 Langues : Anglais (eng) Sujets : A.P.P. ( Apprentissage Par Problème) ; Efficacité des Enseignants ; problème mathématique ; résolution de problèmes (mathématique) Résumé : "There has been increased emphasis on integrating problem posing into curriculum and instruction with the promise of potentially providing more and higher quality opportunities for students to learn mathematics as they engage in problem-posing activities. This paper aims to provide a synthesis of what research says about teaching mathematics through problem posing. In particular, this paper addresses the following questions: (1) What does teaching mathematics through problem posing look like? (2) What is problem posing, anyway? (3) What is a problem-posing task? (4) How should teachers handle students’ posed problems in classroom instruction? (5) How can teachers be supported to learn to teach through problem posing? (6) What is the effect of Problem-Posing-Based Learning (P-PBL) instruction on teachers and students? Throughout the sections, various related unanswered questions are raised, and the paper ends with a proposed P-PBL instructional model. Hopefully, the ideas presented in this paper can serve as a springboard to encourage more scholars to engage in problem-posing research so that we can provide more opportunities for students to learn mathematics through problem posing." Note de contenu : Introduction Why Problem Posing? What Does Teaching Mathematics Through Problem Posing Look Like? Episode 1: Multiple Representations of a Number Episode 2: Discuss the Relationship Between Numbers Episode 3: Posing Addition Problems Episode 4: Posing Subtraction Problems What Is Problem Posing, Anyway? Unanswered Question 1 Unanswered Question 2 What Is a Problem-Posing Task? Unanswered Question 3 How Should Teachers Handle Student-Posed Problems in Classroom Instruction? Unanswered Question 4 How Can Teachers Be Supported to Learn to Teach Through Problem Posing? Unanswered Question 5 What is the Effect of P-PBL Instruction on Teachers and Students? Conclusion: A P-PBL Instructional Model En ligne : http://journals.openedition.org/educationdidactique/10642 Format de la ressource électronique : site web Permalink : https://www.cocof-cbdp.irisnet.be/opac_css/index.php?lvl=notice_display&id=22378 [article] What research says about teaching mathematics through problem posing [texte imprimé] / Jinfa Cai, Auteur . - 2022 . - p. 31/50. Langues : Anglais (eng) in Education & Didactique > n°3 (septembre 2022) . - p. 31/50 Sujets : A.P.P. ( Apprentissage Par Problème) ; Efficacité des Enseignants ; problème mathématique ; résolution de problèmes (mathématique) Résumé : "There has been increased emphasis on integrating problem posing into curriculum and instruction with the promise of potentially providing more and higher quality opportunities for students to learn mathematics as they engage in problem-posing activities. This paper aims to provide a synthesis of what research says about teaching mathematics through problem posing. In particular, this paper addresses the following questions: (1) What does teaching mathematics through problem posing look like? (2) What is problem posing, anyway? (3) What is a problem-posing task? (4) How should teachers handle students’ posed problems in classroom instruction? (5) How can teachers be supported to learn to teach through problem posing? (6) What is the effect of Problem-Posing-Based Learning (P-PBL) instruction on teachers and students? Throughout the sections, various related unanswered questions are raised, and the paper ends with a proposed P-PBL instructional model. Hopefully, the ideas presented in this paper can serve as a springboard to encourage more scholars to engage in problem-posing research so that we can provide more opportunities for students to learn mathematics through problem posing." Note de contenu : Introduction Why Problem Posing? What Does Teaching Mathematics Through Problem Posing Look Like? Episode 1: Multiple Representations of a Number Episode 2: Discuss the Relationship Between Numbers Episode 3: Posing Addition Problems Episode 4: Posing Subtraction Problems What Is Problem Posing, Anyway? Unanswered Question 1 Unanswered Question 2 What Is a Problem-Posing Task? Unanswered Question 3 How Should Teachers Handle Student-Posed Problems in Classroom Instruction? Unanswered Question 4 How Can Teachers Be Supported to Learn to Teach Through Problem Posing? Unanswered Question 5 What is the Effect of P-PBL Instruction on Teachers and Students? Conclusion: A P-PBL Instructional Model En ligne : http://journals.openedition.org/educationdidactique/10642 Format de la ressource électronique : site web Permalink : https://www.cocof-cbdp.irisnet.be/opac_css/index.php?lvl=notice_display&id=22378

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