Developing teachers' subject didactic competence through problem posing

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F13%3A43885589" target="_blank" >RIV/60076658:12410/13:43885589 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/67985840:_____/13:00391959

Výsledek na webu

<a href="http://dx.doi.org/10.1007/s10649-012-9455-1" target="_blank" >http://dx.doi.org/10.1007/s10649-012-9455-1</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10649-012-9455-1" target="_blank" >10.1007/s10649-012-9455-1</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Developing teachers' subject didactic competence through problem posing

Popis výsledku v původním jazyce

Problem posing (not only in lesson planning but also directly in teaching whenever needed) is one of the attributes of a teacher?s subject didactic competence. In this paper, problem posing in teacher education is understood as an educational and a diagnostic tool. The results of the study were gained in pre-service primary school teacher education. Students were asked to pose problems containing some given data (namely fractions). The subsequent analysis of the problems posed by the students revealed shortcomings in their conceptual understanding of fractions. Classroom-based joint reflection became the means of reeducation.

Název v anglickém jazyce

Developing teachers' subject didactic competence through problem posing

Popis výsledku anglicky

Problem posing (not only in lesson planning but also directly in teaching whenever needed) is one of the attributes of a teacher?s subject didactic competence. In this paper, problem posing in teacher education is understood as an educational and a diagnostic tool. The results of the study were gained in pre-service primary school teacher education. Students were asked to pose problems containing some given data (namely fractions). The subsequent analysis of the problems posed by the students revealed shortcomings in their conceptual understanding of fractions. Classroom-based joint reflection became the means of reeducation.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2013

Kód důvěrnosti údajů

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

Název periodika

Educational studies in Mathematics

ISSN

0013-1954

e-ISSN

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Svazek periodika

83

Číslo periodika v rámci svazku

1, Special Issue: SI

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

11

Strana od-do

133-143

Kód UT WoS článku

000317685200010

EID výsledku v databázi Scopus

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