Engaging in Problem Posing Activities in a Dynamic Geometry Setting and the Development of Prospective Teachers' Mathematical Knowledge

Autor/inn/en	Lavy, Ilana; Shriki, Atara
Titel	Engaging in Problem Posing Activities in a Dynamic Geometry Setting and the Development of Prospective Teachers' Mathematical Knowledge
Quelle	In: Journal of Mathematical Behavior, 29 (2010) 1, S.11-24 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0732-3123
DOI	10.1016/j.jmathb.2009.12.002
Schlagwörter	Mathematics Education; Validity; Mathematics Teachers; Geometry; Mathematics Instruction; Preservice Teachers; Student Teacher Attitudes; Knowledge Level; Knowledge Base for Teaching; Problem Solving; Inquiry; Pedagogical Content Knowledge; Mathematical Concepts + Suchen Sie Ihr Suchwort? Mathematische Bildung; Gültigkeit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Geometrie; Mathematics lessons; Mathematikunterricht; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Problemlösen; Pädagogische Kompetenz
Abstract	In the present study we explore changes in perceptions of our class of prospective mathematics teachers (PTs) regarding their mathematical knowledge. The PTs engaged in problem posing activities in geometry, using the "What If Not?" (WIN) strategy, as part of their work on computerized inquiry-based activities. Data received from the PTs' portfolios reveals that they believe that engaging in the inquiry-based activity enhanced both their mathematical and meta-mathematical knowledge. As to the mathematical knowledge, they deepened their knowledge regarding the geometrical concepts and shapes involved, and during the process of creating the problem and checking its validity and its solution, they deepened their understanding of the interconnections among the concepts and shapes involved. As to meta-mathematical knowledge, the PTs refer to aspects such as the meaning of the givens and their relations, validity of an argument, the importance and usefulness of the definitions of concepts and objects, and the importance of providing a formal proof. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10