Full text

Turn on search term navigation

© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.

Abstract

This study presents an experience that combines problem-posing and Math Trails in the context of future teachers’ instruction. Pre-service teachers in the third year of their studies were faced with the design of tasks to be included in Math Trails for primary school students. The study analyzes, from a quantitative approach, 117 tasks contained in 11 Math Trails. The analysis was performed on the basis of classification variables (grade, mathematical content and object or real element involved in every task) and research variables which provide information about the nature of the tasks (procedural vs. problem-solving, level of cognitive demand, degree of contextualization, openness and creativity). Additionally, relationships between the different categories of analysis have been studied. The results reveal certain biases in the tasks in relation to the contents addressed (an abundance of tasks with a geometric component and a scarcity of tasks involving algebra or probability concepts). Most of the tasks are presented in a real context. However, a higher percentage of procedural tasks than problem-solving tasks is observed, with a predominance of low openness, creativity and cognitive demand. These results provide useful lines of work to address difficulties faced by future teachers in the STEAM field.

Details

Title
The City as a Tool for STEAM Education: Problem-Posing in the Context of Math Trails
Author
Martínez-Jiménez, Enrique 1   VIAFID ORCID Logo  ; Álvaro Nolla de Celis 2   VIAFID ORCID Logo  ; Fernández-Ahumada, Elvira 1   VIAFID ORCID Logo 

 Department of Mathematics, Faculty of Education Sciences, University of Cordoba, 14071 Cordoba, Spain 
 Department of Specific Didactics, Faculty of Teacher Training and Education, Autonomous University of Madrid, 28049 Madrid, Spain 
First page
2995
Publication year
2022
Publication date
2022
Publisher
MDPI AG
e-ISSN
22277390
Source type
Scholarly Journal
Language of publication
English
ProQuest document ID
2706246120
Copyright
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.