Problem posing via “what if not?” strategy in solid geometry — a case study

Lavy, Ilana; Bershadsky, Irina

doi:10.1016/j.jmathb.2003.09.007

Cited by 63 publications

(48 citation statements)

References 9 publications

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“…In this vein, during the training provided to pre-service teachers, many problem-posing activities that include various problem-solving strategies could be incorporated. Previous studies have asserted that pre-service teachers should participate in problem-posing activities (Abu-Elwan, 1999;Contreras, 2007;Işık, 2011;Kılıç, 2013b;Lavy & Bershadsky, 2003;Luo, 2009;Toluk-Uçar, 2009) and that problem posing should be a main activity in teacher education courses within undergraduate education programs (AbuElwan, 1999; Barlow & Cates, 2006;Kılıç, 2013a;Korkmaz & Gür, 2006;Rizvi, 2004;Tichá & Hošpesová, 2012). Korkmaz and Gür (2006) went further, contending that a course related to problem posing should be built into teacher education programs to enhance these skills in preservice teachers.…”

Section: Discussionmentioning

confidence: 99%

A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-service Primary School Teachers’ Performance

2017

EDUC SCI-THEOR PRACT

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Citation: Kılıç, Ç. (2017). A new problem-posing approach based on problem-solving strategy: Analyzing pre-service primary school teachers' performance. AbstractThis study examined pre-service primary school teachers' performance in posing problems that require knowledge of problem-solving strategies. Quantitative and qualitative methods were combined. The 120 participants were asked to pose a problem that could be solved by using the find-a-pattern a particular problem-solving strategy. After that, task-based interviews were conducted with 5 of the 120 participants who had answered in different ways. The data obtained were analyzed using semantic, descriptive, and content analysis methods. It was determined that 55% of the participants could pose a word problem that can

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Section: Discussionmentioning

confidence: 99%

A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-service Primary School Teachers’ Performance

2017

EDUC SCI-THEOR PRACT

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“…For example, Park's initial target figure was made by transforming three sides of a triangle into three curves. This selection is based on a kind of "make up" strategy-change a part of the given problem situation without any proper understanding or goal, which was a term coined by Lavy and Bershadsky (2003). Intentional focusing on the structure and the goal of the OCA task facilitated Park to pay attention to the relationships among conceptual elements, not perceptual overall features of a base object.…”

Section: Discussionmentioning

confidence: 99%

Conjecturing via reconceived classical analogy

Lee

Sriraman

2010

Educ Stud Math

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Analogical reasoning is believed to be an efficient means of problem solving and construction of knowledge during the search for and the analysis of new mathematical objects. However, there is growing concern that despite everyday usage, learners are unable to transfer analogical reasoning to learning situations. This study aims at facilitating analogy use for conjecturing in discourse-rich mathematics classrooms. We reconceptualized one of the traditional perspectives on analogical reasoning, called classical analogy, as a more dynamic one by providing learners with the opportunity to choose a target object and its property. While shifting attention to particular aspects of mathematical activity, we observed and analyzed how students became aware of hidden relational similarities and utilized them while weakening others to make conjectures. The detailed analysis of the constructs and processes of several similarity-making and conjecturing activities supports the significance of reconceived classical analogy use in mathematics classrooms.

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“…Diğer yandan Işık ve Kar (2012a) öğretmen adaylarının denklemler konusunda problem kurmada zorluklar yaşadıklarını belirtmişlerdir. Ayrıca matematiğin kesirler, denklemler ve üç boyutlu geometri konularında yapılan çalışmalarda öğretmen adaylarının problem kurmakta güçlükler yaşadıkları belirlenmiştir (Crespo & Sinclair, 2008;Dede ve Yaman, 2005;Işık, 2011;Işık, Işık ve Kar, 2011;Lavy & Bershadsky, 2003). Akkan ve arkadaşları (2009) araştırmalarında 6. ve 7.sınıf öğrencilerinin problem durumuna uygun bir denklem oluşturmada, denklem durumuna uygun bir problem kurmaya göre daha yeterli olduğunu belirlemişlerdir.…”

Section: Tartışma Ve Sonuçunclassified

“…Alanyazındaki çalışmalar incelendiğinde matematik alanında öğretmenlerin ve öğretmen adaylarının kesirler (Işık, 2011;Kılıç, 2013;Toluk-Uçar, 2009;Ünlü ve Ertekin, 2012), geometri (Lavy & Bershadsky, 2003;Van Harpen & Sriraman;, olasılık (Silber & Cai, 2017;Yıldız ve Baltacı, 2015), mutlak değer (Güveli, 2015), oran-orantı (Şengül & Katrancı, 2015) ve kümeler (Şengül & Katrancı, 2012) konusunda problem kurma becerilerinin araştırıldığı belirlenmiştir. Araştırmalar sonucunda öğretmen adaylarının özellikle kesirler konusunda problem kurmakta zorlandıkları görülmüştür.…”

Section: Introductionunclassified

Ortaokul Matematik Öğretmeni Adaylarının Cebirsel İfade ve Denklemlere Yönelik Kurdukları Problemlerin İncelenmesi

Ünlü¹,

Aktaş²

2017

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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The purpose of this study is to examine pre-service elementary mathematics teachers' problems posed about algebraic expressions and equations. Data was collected from 96 pre-service elementary mathematics teachers in the spring semester of 2012-2013 who were enrolled in a teacher education program at a public university. Problem Posing Test consists 5 open ended items which were developed by researchers was used as a data collection tool. Pre-service elementary mathematics teachers were asked to pose problems corresponding to the algebraic expressions and equations. Problems were examined and classified. Descriptive statistics were used to determine pre-service elementary mathematics teachers' problem types. Findings of the study indicated that in general problem types were classified as story and solvable problems, they used daily language for posing problems. Keywords:Algebraic expressions and equations, problem posing, pre-service teacher See Extended Abstract GirişEvrensel bir dil olan matematik çeşitli alanlara ayrılmıştır. Bu alanlardan birisi olan cebir, sayı ve sembolleri kullanarak bunlar arasındaki ilişkileri denklemlere dönüştüren bir matematik dalıdır ve matematiksel kavramların öğrenilmesinde çok önemli bir role sahiptir (Baki, 2008;Kieran, 1992;Van Dooren, Verschaffel & Onghena, 2002). National Council of Teachers of Mathematics'e (NCTM, 2000) göre cebir öğrenme alanı, öğrencilerin örüntüleri ilişkilendirerek mantıksal çıkarım (akıl yürütme) yapma, problem çözme gibi üst düzey becerileri kazanmalarını sağlar. Ayrıca bu öğrenme alanında öğrencilerin örüntüleri, fonksiyonları ve bağıntıları kavraması; cebirsel semboller kullanarak matematiksel durumları göstermesi; nicel ilişkileri anlama ve göstermede matematiksel modelleri kullanması ve değişiklikleri analiz etmesi beklenir. Öğrencilerin 1 Bu çalışma Roma'da düzenlenen 2013 INTE kongresinde sunulan sözlü bildirinin genişletilmiş halidir.

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Problem posing via “what if not?” strategy in solid geometry — a case study

Cited by 63 publications

References 9 publications

A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-service Primary School Teachers’ Performance

A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-service Primary School Teachers’ Performance

Conjecturing via reconceived classical analogy

Ortaokul Matematik Öğretmeni Adaylarının Cebirsel İfade ve Denklemlere Yönelik Kurdukları Problemlerin İncelenmesi

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