HOW PRIMARY SCHOOL TEACHERS POSED PROBLEMS FOR INQUIRY BASED MATHEMATICS EDUCATION

被引：0

作者：

Hospesova, Alena ^{[1
]}

Samkova, Libuse ^{[1
]}

Ticha, Marie ^{[2
]}

Roubicek, Filip ^{[2
]}

机构：

[1] Univ South Bohemia, Prague, Czech Republic

[2] Acad Sci Czech Republic, Inst Math, Prague, Czech Republic

来源：

DEVELOPING MATHEMATICAL LANGUAGE AND REASONING | 2015年

关键词：

inquiry based mathematics education; primary school teacher training; pre-service and in-service teachers; posing problems;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The paper reports on a survey whose aim is to contribute to the research in the area of inquiry based mathematics education (IBME), primary school teacher training, and problem posing. The core of the study is an empirical survey with a qualitative design. We let pre-service and in-service primary school teachers pose problems which they believe enable IBME, perform the problems with pupils, and write self-reflections on this activity. We investigated the nature of the posed problems in relation to the self-reflections.

引用

页码：156 / 165

页数：10

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