Mathematics Teachers’ Inclusion of Modelling and Problem Posing in Their Mathematics Lessons: An Exploratory Questionnaire

Passarella, Simone

doi:10.30935/scimath/10773

Cited by 8 publications

(9 citation statements)

References 34 publications

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“…In the same way, Ref. [53] states that teachers' professional development courses should be improved, offering occasions to face modeling activities based on rich and realistic contexts, as well as developing prototypes of practices and textbooks based on realistic problematic contexts available for all school levels.…”

Section: Discussionmentioning

confidence: 99%

Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills

2021

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A concern in Mathematics Education is the professional development of the teacher and to promote effective training programs. The literature provides principles guiding the design of such programs, which were considered for an instruction intended to strengthen the teacher’s practice in relation to the development of mathematical skills. The objective of this work was to study if the designed program was effective, in relation to the impact on the teacher’s teaching. A case study on a group of in-service teachers focused on the ability of mathematical modeling (MM) and their perspectives of this skill was carried out. This was divided into three moments: before, during, and after the program. The findings show that, before the program, teachers conceived modeling from epistemological, pragmatic and conceptual perspectives; during the program, they focused on the pragmatic and educational perspectives; and at the end of the program, the group was stripped of the pragmatic, epistemological and conceptual perspectives to move towards the educational and socio-critical. They were also able to justify the choice or disassociation of one or more of them. The study advances towards the concretion of more specific and robust professional development programs for mathematics teachers.

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Section: Discussionmentioning

confidence: 99%

Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills

2021

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“…Este proceso se debe de complementar con las voces del profesorado, con el fin de comprender qué tipo de apoyo necesitan para desarrollar e implementar actividades en el aula que puedan incentivar en el estudiantado el desarrollo de competencias matemáticas, el razonamiento y el pensamiento crítico, donde el modelado y el planteamiento de problemas sean estrategias educativas valiosas para lograr tales resultados (Passarella, 2021).…”

Section: La Modelización Matemática Como Habilidad Docenteunclassified

Modelagem matemática no proceso de formación de profesores de matemática do ensino médio

Chavarría-Vásquez,

Gamboa-Araya

2024

Rev. Electr. Educare

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Introducción. En este artículo se analizan aspectos relacionados con la modelación matemática y la modelación matemática como actividades que deben incluirse en los procesos de formación docente. El propósito es cultivar habilidades en los futuros docentes para integrar la modelación y modelación matemática en el proceso de enseñanza y aprendizaje. Objetivo. Este artículo tiene como objetivo brindar argumentos que respalden la necesidad de que las instituciones encargadas de la formación docente incorporen estos procesos en sus estructuras curriculares. También pretende aportar ideas sobre algunos tipos de actividades que el profesor puede implementar en clase. Discusión. Las ideas aquí desarrolladas han sido construidas a partir de una revisión de literatura relacionada con el tema, así como de un proceso de investigación de los autores en 2021. Este último implicó extraer evidencia de la propuesta de incorporar la modelación matemática a los planes de estudio de las universidades públicas de la Costa. Rica. Este análisis tuvo como objetivo conocer si cada curso en la descripción, objetivos, contenidos e indicaciones específicas, entre otros, hacía referencia a la modelación matemática y si se brindaban recomendaciones metodológicas para su implementación. Está claro que el modelado matemático, como estrategia didáctica, tiene una importancia significativa en la enseñanza de la disciplina. Incorporar procesos de modelación matemática en la formación profesional de docentes y formación académica de estudiantes es relevante para el desarrollo de habilidades específicas. Conclusiones. Existe la necesidad de ejecutar acciones encaminadas a la capacitación docente para implementar este tipo de tareas. El objetivo es que los estudiantes reconozcan la aplicabilidad del tema y que el conocimiento del mismo les permita comprender su contexto.

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“…In this paper contexts refer to the characteristics of a task presented to students, concerning the situation in which the task is situated, or simply to the words and/or pictures present in the task to help students in its understanding (Borasi, 1986). Specifically, since in this research problem-posing is considered a means to fill the gap between in-and out-of-school mathematical competencies (Passarella, 2021b), a connotation for contexts for problem-posing activities is that they should be real. But what is a real context?…”

Section: Real Contextsmentioning

confidence: 99%

“…Although mathematical problem-posing has great importance in mathematics education, it has received little attention by students, teachers and researchers (Passarella, 2021b;Lee, 2020;Van Harpen & Sriraman, 2013;Silver, 2013). Further research is needed , particularly on: developing problem-posing skills for teachers' education; analysing connections between problem-posing and creativity; supporting students' learning through problem-posing.…”

Section: Introductionmentioning

confidence: 99%

Real Contexts In Problem-Posing: An Exploratory Study Of Students’ Creativity

Passarella¹

2022

IJISME

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The aim of this paper is to start investigating how different real contexts could influence students’ creativity in semi-structured problem-posing activities. In order to pursue this goal, an exploratory study was implemented in a lower secondary school class in which two kinds of real contexts had been considered: a real-mathematical context and a real-life context. Results from the study indicate that there was not a significant difference in students’ creativity between the use of a real-mathematical and a real-life context as starting situations for semi-structured problem-posing activities. However, a fundamental factor that influenced students’ problem-posing performances was the meaningfulness given by students to the context. When the context was not experientially meaningful for a student, she/he tried to associate a new meaning to the context, using some elements from it to re-create a new realistic context in which setting her/his problems. In conclusion, to best support students in posing their problems, the significance of the context appears to be an important factor, in order to increase the opportunities in making connections between mathematics in and outside the classroom, and in helping students in giving sense to their mathematical activity.

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Mathematics Teachers’ Inclusion of Modelling and Problem Posing in Their Mathematics Lessons: An Exploratory Questionnaire

Cited by 8 publications

References 34 publications

Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills

Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills

Modelagem matemática no proceso de formación de profesores de matemática do ensino médio

Real Contexts In Problem-Posing: An Exploratory Study Of Students’ Creativity

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