Using general-mathematical and content-specific elements to assess the quality of prospective mathematics teachers’ problems in a problem-posing context
Yazarlar (1)
Doç. Dr. Fadime ULUSOY Kastamonu Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale)
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| Dergi Adı | Journal of Mathematics Teacher Education (Q2) | ||
| Dergi ISSN | 1386-4416 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 01-2025 |
| Cilt / Sayı / Sayfa | 0 / 1 / 1–33 | DOI | 10.1007/s10857-025-09697-z |
| Özet |
| The open-ended nature of problem-posing tasks causes a serious diversity in learners’ responses. This diversity presents a variety of difficulties in assessing the quality of the problems posed. This study aimed to assess the quality of problems that prospective mathematics teachers’ (PMTs) posed about linear graphs through a combination of general-mathematical and content-specific elements. Additionally, this study concentrated on the PMTs’ declarations about their difficulties in posing problems on linear graphs. In this study, the data sources were PMTs’ problems, their own solutions to them, and reflection papers. The results revealed that integrating general-mathematical and content-specific elements in assessing the quality of problems provided a better understanding of PMTs’ problem posing performances. In terms of general-mathematical elements, posed problems were mostly solvable, situated in a real … |
| Anahtar Kelimeler |
| And content-specific elements | Assessment | General-mathematical elements | Problem posing | Problem quality | Prospective mathematics teachers |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Scopus | 1 |
| Google Scholar | 1 |