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

Abstract : 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.
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Communication dans un congrès
Konrad Krainer; Naďa Vondrová. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic. pp.2861-2866, Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education
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Uldarico Malaspina, Albert Mallart, Vicenç Font. Development of teachers' mathematical and didactic competencies by means of problem posing. Konrad Krainer; Naďa Vondrová. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic. pp.2861-2866, Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. 〈hal-01289630〉

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