Development of teachers' mathematical and didactic competencies by means of problem posing

Uldarico Malaspina (1) , Albert Mallart (2) , Vicenç Font (2)

1 UB - Universitat de Barcelona
2 PUCP - Pontificia Universidad Católica del Perú = Pontifical Catholic University of Peru

This paper presents a didactic experience with problem posing carried out with in-service secondary teachers. We propose a strategy specifically designed to modify a given problem and enrich its mathematical and didactic potential. The starting point is a teacher's class episode, which includes a previously designed problem as well as the reactions of the teacher's students when solving it. We ask the participating teachers to pose 'pre-problems' and 'post-problems', working individually at first and then in groups. The experience shows that problem posing contributes to the development of teachers' didactic and mathematical competencies.

Mots clés: problem; teacher competencies; teacher

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Uldarico Malaspina, Albert Mallart, Vicenç Font. Development of teachers' mathematical and didactic competencies by means of problem posing. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2861-2866. ⟨hal-01289630⟩