Using Innovation Techniques to Generate ‘New’ Problems

Vistro-Yu, Catherine P.

doi:10.1142/9789814277228_0010

Cited by 6 publications

(5 citation statements)

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“…Turning the problem around was still unfamiliar technique to be practiced by the teachers. Not all of those innovation always made the problems obtained be better, sometimes it can be worse, or just the same in terms of the level of difficulty, sophistication, and novelty [8].…”

Section: Discussionmentioning

confidence: 99%

“…Vistro-Yu proposed [8] six techniques in generating new problems from the old ones can be practiced by teachers are replacement, addition, modification, contextualizing, turning the problem around, reformulation. Replacement technique means the teacher pose the same problem but changing the quantities, amounts, units, shapes, etc.…”

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confidence: 99%

“…The data were obtained from preservice teachers' work in generating one new problem from each three problems given namely probability, trigonometry, and number and pattern problem. Then, those problems created by the teachers were analyzed and categorized using categorization that proposed by Vistro-Yu [8] i.e. replacement, addition, modification, contextualizing, turning the problem around, or reformulation and also analyzed by using dimension of cognitive process of Bloom's Taxonomy revised [9].…”

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confidence: 99%

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Preservice Teachers’ Techniques for Generating New Problems

Fardah

2018

j.ilm.soulmath

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Preservice Teachers’ Techniques for Generating New Problems

Fardah

2018

j.ilm.soulmath

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“…Vistro-Yu [48] claimed that there are benefits to revising existing problems, for example, through replacement, addition, modification, contextualization, inversion, and reformulation. In an analysis of secondary and middle school teachers' problem posing practices, Stickles [49] also categorized teachers' problem reformulation strategies.…”

Section: Teachers' Ability To Develop Mathematics Assessment Itemsmentioning

confidence: 99%

Building Preservice Teachers’ Diagnostic Competence: An Exploratory Study in the Domain of Fractions

2021

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In this study, we explored elementary preservice teachers’ (PSTs’) competence to make diagnostic inferences about students’ levels of understanding of fractions and their approaches to developing appropriate tiered assessment items. Although recent studies have investigated beginning teachers’ diagnostic competency, teachers’ ability to design and evaluate diagnostic assessment items has remained largely underexplored. Fifty-seven PSTs, who enrolled in a mathematics methods course at a midwestern university in the U.S., participated in developing and attempting to differentiate diagnostic assessment items considering individual students’ varied levels of understanding. An inductive content analysis approach was used in identifying general patterns of PSTs’ approaches and strategies in designing and revising tiered assessment items. Our findings revealed the following: (a) the PSTs were well versed in students’ cognitive difficulties; (b) when modifying the core questions to be more or less difficult, the PSTs predominantly used strategies related to procedural fluency of the questions; and (c) some strategies PSTs used to modify questions did not necessarily yield the intended level of difficulty. Further, we discussed the challenges and opportunities teacher education programs face in teaching PSTs how to effectively design tiered assessment items.

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“…These techniques focus on problem replacement (i.e., posing the same problem but changing the units, shapes), contextualizing the problem to make it more relevant to students, or addition (i.e., posing the same problem but adding a new constraint or obstacle). The use of technology during mathematics instruction such as interactive geometry software, enables the construction of figurative, operational, and relational prototypes, and gives the flexibility to learners and instructors to engage in these techniques, resulting in higher-level thinking, better problem-solving skills, understanding and reasoning about two-dimensional shapes (Battista 2002;Yu, 2004Yu, , 2009. For instance, the dynamic geometry systems offer the opportunity to swipe finite and infinite points, as well as connect figures (Karaibryamov, Tsareva, & Zlatanov, 2013).…”

Section: Gesture-based Educational Technology In Geometrymentioning

confidence: 99%

Making versus observing manipulations of geometric properties of triangles to learn geometry using dynamic geometry software

Bokosmaty

Mavilidi

Paas

2017

Computers & Education

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Human movement has been found to have positive effects on learning performance. This study examined the effects of using Dynamic Geometry Software (DGS) CABRI to manipulate geometric properties of triangles or observing those manipulations made by an instructor on learning geometric properties with DGS-CABRI. Participants were 60 year 5 students, who received instructions on geometric problems and were randomly assigned to three conditions: A condition in which they performed mouse movements to manipulate geometric properties of triangles, a condition in which they observed the teacher performing those manipulations, and a conventional condition in which they studied a static format of the learning materials without any manipulations. We hypothesized that learning conditions involving manipulations of geometric properties of triangles would result in lower cognitive load and higher performance on a retention and transfer test than the conventional condition. Moreover, we hypothesized that making manipulations of the geometric properties of triangles through mouse movements would be superior to observing those manipulations being made by an instructor in terms of cognitive load, retention-and transfer test performance. Whereas the first hypothesis was confirmed, the latter hypothesis was only confirmed for retention test performance. Possible implications for educational practice are discussed.

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Using Innovation Techniques to Generate ‘New’ Problems

Cited by 6 publications

References 0 publications

Preservice Teachers’ Techniques for Generating New Problems

Preservice Teachers’ Techniques for Generating New Problems

Building Preservice Teachers’ Diagnostic Competence: An Exploratory Study in the Domain of Fractions

Making versus observing manipulations of geometric properties of triangles to learn geometry using dynamic geometry software

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