Examining aspects of teachers’ posing of problems in response to children’s mathematical thinking

Land, Tonia J.; Tyminski, Andrew M.; Drake, Corey

doi:10.1007/s10857-018-9418-2

Cited by 13 publications

(9 citation statements)

References 14 publications

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“…Conversely, teaching strategies with long algorithms begin to be questioned if the solution to the problem can be solved in one step (Csíkos & Szitányi, 2020). Problem-solving constructs consider students' experiences and anticipate their future strategies (Land et al, 2019;Özkubat et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

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The Learning Trajectory Construction of Elementary School Students in Solving Integer Word Problems

Nur

Kartono

Zaenuri

et al. 2022

Participatory Educational Research

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The integer is a basic concept in studying arithmetic and algebra. However, students still frequently experience misconceptions, especially in negative integer, count operations. Traditional games are activities that are often carried out by students in coastal areas so that they are relevant to be used as a tool to construct learning trajectories in solving integer word problems. The aim of this study is to produce a learning trajectory that can be used to solve integer word problems using traditional games. This study used a design-based research. Participants in this study were five grade sixth elementary school students. There are 6 sub-topics studied, i.e., the concept of negative integers, sequence integers, addition and subtraction operations, division and multiplication operations, mixed count operations, and solving problems related to integers. The results of this study obtained student learning trajectories for each sub-topic including the free play, collecting data from the game results, making mathematical relationships, building concepts, and applying them to various problems. Students are able to do problem-solving based on the sequence of tasks but require intervention so they can apply it to other situations without engaging in activities. Further research is required for more in-depth exploration on thinking process, instruction types, and behaviours that students might display independently without using traditional games in solving integer word problems.

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Section: Discussionmentioning

confidence: 99%

“…Each solution has a trajectory of the learning experience that is independent, although it can be influenced by interventions in teaching. Teacher responses to problem-solving strategies used by students need attention so as not to produce biased assessments (Land et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Learning Trajectory Construction of Elementary School Students in Solving Integer Word Problems

Nur

Kartono

Zaenuri

et al. 2022

Participatory Educational Research

View full text Add to dashboard Cite

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“…The opportunity opened up by the Framework and the NGSS compelled the education and research community to propose avenues to achieve teacher change. In addition to large-scale assessments aligned to the NGSS, which can motivate teachers to change their practice (Cohen & Ball, 1990), these approaches have included professional development around mastering teaching scientific practices in preservice teacher education (Land et al, 2019), research practice-partnerships focused on developing NGSS materials (Severance et al, 2016), and school communitypartnerships.…”

Section: Teacher Change In Practicementioning

confidence: 99%

Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts

Miller

Severance

Krajcik

2021

Journal of Science Teacher Education

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In A Framework for K-12 Science Education, researchers call for teachers to make dramatic shifts in practice -and sustain in these changes in practice -so students can engage in rigorous and equitable threedimensional science learning. Project-Based Learning (PBL) motivates students from diverse backgrounds to persist in learning. This project presents design features that bring together the assets of the Framework with PBL, and then tests these features to derive design principles that serve as commitments for designing for teacher change and student learning. Close ethnographic study of 10 teachers over 5 years in a design-based research study is triangulated with data collected across 41 districts in multiple states engaged in a PBL elementary science curriculum. The following design principles provide guidance for developing materials that support the depth necessary for promoting changes to teachers' practice at scale: Adaptive, Responsive, and both Enjoyable and Intellectually Satisfying.

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“…The study revealed some teachers had the mathematical capability when posing problems, but most of the teachers had insufficient ability to reflect on their problem-posing practices. Similarly, Land, Tyminski, and Drake (2019) found teachers' responsive problem-posing on children's mathematical thinking was developing as teachers' noticing skills grew with the aid of the Responding Rubric. Unfortunately, problem-posing is also less focused on during teacher training education classes.…”

Section: Introductionmentioning

confidence: 99%

Malaysian and American Preservice Teachers' Ability and Perspective on Mathematical Problem-Posing

Rosli

Capraro

2020

ujer

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Problem-posing has received considerable attention among the mathematics education community. In the present study, researchers explored preservice teachers in two countries in terms of their ability and perspectives on mathematical problem-posing. Twenty-four preservice teachers in a secondary school program in Malaysia and 26 preservice teachers in the middle school program in the United States participated in this study. The preservice teachers posed at least three mathematical block pattern problems and these were categorized according to structures, mathematical concepts, languages, and relevance elements. The results showed the American preservice teachers demonstrated better performance on the structure, mathematical concepts, and compatibility elements. The inferential analysis showed significant differences in problem-posing skills between these two groups of preservice teachers on structure (U = 149.5, p = .006) and relevance (U = 156.50, p =. 008) of the mathematical problems. Both groups had similar perspectives related to posing mathematical problems. Implications for classroom instruction were also discussed.

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Examining aspects of teachers’ posing of problems in response to children’s mathematical thinking

Cited by 13 publications

References 14 publications

The Learning Trajectory Construction of Elementary School Students in Solving Integer Word Problems

The Learning Trajectory Construction of Elementary School Students in Solving Integer Word Problems

Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts

Malaysian and American Preservice Teachers' Ability and Perspective on Mathematical Problem-Posing

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