In an Italian and European context, one of the fundamental skills in Mathematics is the ability to solve problems in everyday situations, often linked to everyday life. For this reason, the problem posing and solving methodology plays a fundamental role in the process of teaching and learning Mathematics. This paper presents the results of the immersive experience "Mathematical Exploration with Problem Posing and Solving", included in the teacher training activities proposed by the national PP&S - Problem Posing & Solving - Project of the Italian Ministry of Education, which aims at enhancing the teaching and learning of Mathematics by using new methodologies and technologies. In particular, the focus will be on the work and considerations of the 50 teachers who took part in the project, from both primary and secondary school. They were guided through the individual step-by-step creation of a contextualized problem, following a process guided through stimulus-based questions. This immersive experience brought about the production of valid problems and was full of very stimulating teachers' considerations on the various phases of the problem posing and solving.

Immersive teacher training experience on the methodology of problem posing and solving in Mathematics

Floris, Francesco;Barana, Alice;Conte, Alberto;Fissore, Cecilia;Marchisio, Marina;
2019

Abstract

In an Italian and European context, one of the fundamental skills in Mathematics is the ability to solve problems in everyday situations, often linked to everyday life. For this reason, the problem posing and solving methodology plays a fundamental role in the process of teaching and learning Mathematics. This paper presents the results of the immersive experience "Mathematical Exploration with Problem Posing and Solving", included in the teacher training activities proposed by the national PP&S - Problem Posing & Solving - Project of the Italian Ministry of Education, which aims at enhancing the teaching and learning of Mathematics by using new methodologies and technologies. In particular, the focus will be on the work and considerations of the 50 teachers who took part in the project, from both primary and secondary school. They were guided through the individual step-by-step creation of a contextualized problem, following a process guided through stimulus-based questions. This immersive experience brought about the production of valid problems and was full of very stimulating teachers' considerations on the various phases of the problem posing and solving.
5th International Conference on Higher Education Advances (HEAd’19)
Valencia
26-28 giugno 2019
Proceedings of 5th International Conference on Higher Education Advances (HEAd’19)
Universitat Politecnica de Valencia
667
675
9788490486610
Contextual teachin, Contextualized problem, Mathematics Education, Problem posing, Problem solving, Teacher Training.
Floris, Francesco; Barana, Alice; Brancaccio, Anna; Conte, Alberto; Fissore, Cecilia; Marchisio, Marina; Pardini, Claudio
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1711092
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