Problem Posing Via Scriptwriting: What Instructional Flows Do Mathematics Teachers Use in Implementing the Problem-Posing Task?Problem Posing Via Scriptwriting: What Instructional Flows Do Mathematics Teachers Use in Implementing the Problem-Posing Task?T. Kar et al.

被引：0

作者：

Tuğrul Kar ^{[1
]}

Ferhat Öztürk ^{[2
]}

Mehmet Fatih Öçal ^{[3
]}

Merve Özkaya ^{[4
]}

机构：

[1] Recep Tayyip Erdoğan University,College of Education, Department of Mathematics and Science Education

[2] Kırıkkale University,College of Education, Department of Mathematics and Science Education

[3] Ağrı İbrahim Çeçen University,College of Education, Department of Mathematics and Science Education

[4] Atatürk University,College of Education, Department of Mathematics and Science Education

来源：

International Journal of Science and Mathematics Education | 2025年 / 23卷 / 4期

关键词：

Problem posing; Scriptwriting; Pattern; Middle school mathematics teachers;

D O I：

10.1007/s10763-024-10507-w

中图分类号：

学科分类号：

摘要：

The present study aimed to describe teachers’ instructional flows when implementing a mathematical problem-posing task using scriptwriting technique. With matchsticks, a growing pattern that increases by a constant unit was created and presented to the teachers as a problem-posing situation. We analyzed the instructional flows in 50 scripts, taking into account situations recognized in the problem-posing field as critical for integrating problem posing into mathematics classrooms. We determined three instructional flows in the scripts: pose and solve cycle-based, observation-based, and problem-solving based, the first being the most common. We presented a new problem-posing instructional model and discussed its potential benefits for student learning.

引用

页码：1127 / 1151

页数：24