Bridging Gaps: Pre-Service Mathematics Teachers’ Handling the Difficulties in Posing Real-World Mathematical Problems
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Resumo
Real-world mathematical problem (RWMP) solving and posing are important aspects of teaching and learning mathematical modelling, as well as developing a mathematization disposition for both teachers and students. Several researchers have explored blockages or difficulties in such modelling processes and in problem posing. However, prior research has identified difficulties that the pre-service mathematics teachers (PSMTs) encountered when they tried to pose a modelling problem by choosing the general topic themselves, as there is little known about possible obstacles that PSMTs can encounter when trying to pose a real-world problem relevant to a given mathematical topic. The current study explored the difficulties encountered by PSMTs in a RWMP-posing activity. The target group was 23 PSMTs with prior experience in mathematical modelling and mathematical problem posing. The findings showed that the PSMTs struggled with: (a) task organization, which involved selecting and understanding mathematical knowledge; (b) specialized content knowledge, which included a lack of real-world knowledge and difficulty in connecting mathematical concepts to real-world contexts; and (c) individual considerations of aptness, which encompassed authenticity, interest, complexity, language, and relevance to task organization. The PSMTs applied various strategies to complete the posing task, such as using problem-posing and solving heuristics, adapting existing problems, sharing and discussing with friends, and considering the perspective of a typical student. The implications of these findings should help in developing preparatory instructional practices for mathematics teachers.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Education and Learning, v. 13, n. 3, p. 133
- Editora
- Canadian Center of Science and Education
- Ano
- 2024 (2024-04-10)
- Idioma
- en
- Palavras-chave
- pre-service mathematics teachers; mathematical problem posing; mathematical modeling; mathematization; task organization; specialized content knowledge; teacher professional development
- Temas
- Formação de Professores de Matemática, Modelagem Matemática
- DOI
- 10.5539/jel.v13n3p133
- ISSN
- 1927-5250, 1927-5269
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
TANGKAWSAKUL, Sakon; THAIKAM, Weerawat; UGSONKID, Songchai. Bridging Gaps: Pre-Service Mathematics Teachers’ Handling the Difficulties in Posing Real-World Mathematical Problems. Journal of Education and Learning, v. 13, n. 3, p. 133, 2024. DOI: https://doi.org/10.5539/jel.v13n3p133.
APA
Tangkawsakul, S., Thaikam, W., & Ugsonkid, S. (2024). Bridging Gaps: Pre-Service Mathematics Teachers’ Handling the Difficulties in Posing Real-World Mathematical Problems. Journal of Education and Learning, 13(3), 133. https://doi.org/10.5539/jel.v13n3p133
BibTeX
@article{tangkawsakul2024,
author = {Tangkawsakul, Sakon and Thaikam, Weerawat and Ugsonkid, Songchai},
title = {Bridging Gaps: Pre-Service Mathematics Teachers’ Handling the Difficulties in Posing Real-World Mathematical Problems},
year = {2024},
journal = {Journal of Education and Learning},
volume = {13},
number = {3},
pages = {133},
publisher = {Canadian Center of Science and Education},
doi = {10.5539/jel.v13n3p133},
language = {en}
}RIS
TY - JOUR AU - Tangkawsakul, Sakon AU - Thaikam, Weerawat AU - Ugsonkid, Songchai TI - Bridging Gaps: Pre-Service Mathematics Teachers’ Handling the Difficulties in Posing Real-World Mathematical Problems PY - 2024 JO - Journal of Education and Learning VL - 13 IS - 3 SP - 133 DO - 10.5539/jel.v13n3p133 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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