RT info:eu-repo/semantics/article
T1 The influence of problem-posing task situation: Prospective primary teachers working with fractions
A1 García Alonso, Israel
A1 Sosa Martín, Diana de las Nieves
A1 Perdomo Díaz, Josefa
A1 Bruno Castañeda, Alicia
A1 Almeida Cabrera, Rut
A2 Análisis Matemático
A2 FormulaciónResolución de problemas y Tecnología en la enseñanza y aprendizaje de las matemáticas
K1 Problem-posing tasks
K1 Fractions
K1 Pre-service teachers
K1 Primary education
AB This research presents a study on the problems posed by pre-service primary school teachers by focusing on the problem-posing tasks situation as the research variable. The investigation was carried out with 205 students of a bachelor’s degree in Primary Education Teacher in Spain. They were asked to pose problems with fractions based on two given initial situations: numerical and contextualized. For each problem, we analyze its plausibility, the meanings of fractions, the mathematical structure, and the reasonability of the context. Results indicate that mostly posed problems use part-whole or operator meaning of fractions, as well as the additive or multiplicative structure. There are no differences between the plausibility and reasonability of the problems based on the initial situation, although it has shown better results when the given situation is contextualized. In addition, in contextualized situations, teachers show greater ability in formulating problems with a wide variety of structures and meanings of fractions.
YR 2024
FD 2024
LK http://riull.ull.es/xmlui/handle/915/36975
UL http://riull.ull.es/xmlui/handle/915/36975
LA en
DS Repositorio institucional de la Universidad de La Laguna
RD 12-sep-2024