Pre-Service Primary Teachers’ Free Problem-Posing Performances in the Context of Fractions: An Example from Turkey
- 5 March 2013
- journal article
- research article
- Published by Springer Science and Business Media LLC in The Asia-Pacific Education Researcher
- Vol. 22 (4), 677-686
- https://doi.org/10.1007/s40299-013-0073-1
Abstract
No abstract availableKeywords
This publication has 9 references indexed in Scilit:
- Prospective elementary school teachers’ ways of making sense of mathematical problem posingPNA. Revista de Investigación en Didáctica de la Matemática, 2012
- IN THIS issueSchool Science and Mathematics, 2011
- Developing pre-service teachers understanding of fractions through problem posingTeaching and Teacher Education, 2009
- What makes a problem mathematically interesting? Inviting prospective teachers to pose better problemsJournal of Mathematics Teacher Education, 2008
- The Impact of Problem Posing on Elementary Teachers' Beliefs About Mathematics and Mathematics TeachingSchool Science and Mathematics, 2006
- An empirical taxonomy of problem posing processesZentralblatt für Didaktik der Mathematik, 2005
- Problem posing via “what if not?” strategy in solid geometry — a case studyThe Journal of Mathematical Behavior, 2003
- An Analysis of Arithmetic Problem Posing by Middle School StudentsJournal for Research in Mathematics Education, 1996
- Using Problem-Posing Dialogue: In Adult Literacy EducationAdult Learning, 1995