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Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China

Artigo2022

Aihui Peng ORCID; Mengdie Li ORCID; Lin Lin ORCID; Li Cao ORCID; Jinfa Cai ORCID

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Resumo

This study examined characteristics of problem posing and its relationship with the teaching experience of elementary school mathematics teachers from ethnic minority areas in the Southwest of China. Eighty-one (N = 81) elementary school mathematics teachers responded to a task-based questionnaire and posed mathematical problems based on given problem situations. Characteristics of their mathematical problem posing were observed through the total numbers, appropriateness, difficultly, and flexibility levels of the problems posed by the teachers. Results show that elementary school mathematics teachers were capable of posing a considerable number of appropriate mathematical problems. Significant differences were found in the flexibility of the posed problems among the teachers with different years of teaching experience. This finding suggests that teachers’ capability in mathematical problem posing may not necessarily grow along with teaching experience. Limitations of the study and implications in developing teachers’ mathematical problem posing are discussed.

Dados da obra

Tipo
Artigo
Periódico
Eurasia Journal of Mathematics Science and Technology Education, v. 18, n. 2, p. em2076
Editora
Modestum Limited
Ano
2022 (2022-01-17)
Idioma
en
Palavras-chave
mathematical problem posing; teaching experience; elementary school mathematics teachers; ethnic minority regions; problem difficulty; teacher professional development
Temas
Formação de Professores de Matemática
DOI
10.29333/ejmste/11534
ISSN
1305-8215, 1305-8223
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
PENG, Aihui et al.. Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China. Eurasia Journal of Mathematics Science and Technology Education, v. 18, n. 2, p. em2076, 2022. DOI: https://doi.org/10.29333/ejmste/11534.

APA

Peng, A., Li, M., Lin, L., Cao, L., & Cai, J. (2022). Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China. Eurasia Journal of Mathematics Science and Technology Education, 18(2), em2076. https://doi.org/10.29333/ejmste/11534

BibTeX
@article{peng2022,
  author = {Peng, Aihui and Li, Mengdie and Lin, Lin and Cao, Li and Cai, Jinfa},
  title = {Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China},
  year = {2022},
  journal = {Eurasia Journal of Mathematics Science and Technology Education},
  volume = {18},
  number = {2},
  pages = {em2076},
  publisher = {Modestum Limited},
  doi = {10.29333/ejmste/11534},
  language = {en}
}
RIS
TY  - JOUR
AU  - Peng, Aihui
AU  - Li, Mengdie
AU  - Lin, Lin
AU  - Cao, Li
AU  - Cai, Jinfa
TI  - Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China
PY  - 2022
JO  - Eurasia Journal of Mathematics Science and Technology Education
VL  - 18
IS  - 2
SP  - em2076
DO  - 10.29333/ejmste/11534
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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