Cultural contexts in problem posing in mathematics

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Cultural contexts in problem posing in mathematics

Popis výsledku v původním jazyce

The chapter looks at the issue of problem posing in mathematics classrooms and on one of its aspect-posing word problems in non-mathematical contexts that are motivating and appealing to contemporary children and teenagers. While word problems in textbooks are usually set in very conservative and outdated contexts distant from pupils&apos; interests, the paper shows that teachers are able to pose this kind of problems, if they are aware of the importance of focusing on non-mathematical contexts of the problems they pose and provided chance and space to practice their skills and discuss and analyse posed problems together. Then they are able to prepare tailor-made word problems for each particular group of pupils responding to their interests. When posing problems, teachers should never forget that they must be mathematically correct. Problem posing reveals teachers&apos; misconceptions in what number sentences actually represent in reality.

Název v anglickém jazyce

Cultural contexts in problem posing in mathematics

Popis výsledku anglicky

The chapter looks at the issue of problem posing in mathematics classrooms and on one of its aspect-posing word problems in non-mathematical contexts that are motivating and appealing to contemporary children and teenagers. While word problems in textbooks are usually set in very conservative and outdated contexts distant from pupils&apos; interests, the paper shows that teachers are able to pose this kind of problems, if they are aware of the importance of focusing on non-mathematical contexts of the problems they pose and provided chance and space to practice their skills and discuss and analyse posed problems together. Then they are able to prepare tailor-made word problems for each particular group of pupils responding to their interests. When posing problems, teachers should never forget that they must be mathematically correct. Problem posing reveals teachers&apos; misconceptions in what number sentences actually represent in reality.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Tendencias en la educación matemática 2020

ISBN

978-607-525-710-5

Počet stran výsledku

13

Strana od-do

201-213

Počet stran knihy

265

Název nakladatele

Benemérita Universidad Autónoma de Puebla

Místo vydání

Puebla

Kód UT WoS kapitoly

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