When a problem is more than a teacher's question

Not only are the problems teachers pose throughout their teaching of great importance but also the ways in which they use those problems make this a critical component of teaching. A problem-posing episode includes the problem setup, the statement of the problem, and the follow-up questions. Analysi...

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Bibliographic Details
Published inEducational studies in mathematics Vol. 83; no. 1; pp. 27 - 36
Main Authors Olson, Jo Clay, Knott, Libby
Format Journal Article
LanguageEnglish
Published Dordrecht Springer 01.05.2013
Springer Netherlands
Subjects
Calculus
College students
Education
Instructional Effectiveness
Learning
Logarithms
Mathematical growth
Mathematical knowledge
Mathematical problems
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics teachers
Methods
Problem Sets
Problem solving
Program Descriptions
Questioning Techniques
Schematic Studies
SECTION 2: RESEARCH-BASED INSIGHTS FOR DESIGNING PROBLEM POSING ACTIVITIES
Study and teaching
Teacher Attitudes
Teacher Characteristics
Teachers
Teaching Styles
Theory of Mind
College teacher problem posing
Discourse
Instructional mindset
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Summary:Not only are the problems teachers pose throughout their teaching of great importance but also the ways in which they use those problems make this a critical component of teaching. A problem-posing episode includes the problem setup, the statement of the problem, and the follow-up questions. Analysis of problem-posing episodes of precalculus instructors suggests that their mindset influences how they pose problems. In this paper, we describe the reflexive relationship between an instructor's mindset and problem-posing episodes.
ISSN:0013-1954
1573-0816
DOI:10.1007/s10649-012-9444-4