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How to Stimulate In-Service Teachers’ Didactic Analysis Competence by Means of Problem Posing

  • Uldarico MalaspinaEmail author
  • Carlos Torres
  • Norma Rubio
Chapter
Part of the ICME-13 Monographs book series (ICME13Mo)

Abstract

Problem posing has long been recognized as a critically important intellectual activity in scientific investigation (Cai, Hwang, Jiang, & Silber, 2015). There are empirical studies that use problem posing activities to improve the teachers’ mathematical practices. Therefore, our study focuses in the didactic analysis competence. Our central research question is: How can we use problem-posing activities to stimulate the development of teachers’ didactic analysis competence? We analyze a problem posed by in-service teachers taking as start point a problem related to affine function. Our findings give us evidences to claim in-service teachers show difficulties to pose problems with didactical considerations. Therefore, we propose to stimulate teachers’ didactic analysis competence by means of an instructional process using a problem posing strategy that involves a didactic reflection phase on the mathematical practices carried out and the route to actually implement it in teaching practice.

Keywords

Problem posing Problem solving Didactic analysis Onto-semiotic approach In-service teachers Training teachers 

Notes

Acknowledgements

This work has been developed as part of the Research Projects on teacher training EDU2015-64646-P (MINECO/FEDER, UE) and IREM-PUCP 0390 (Peru). We give special thanks to Dr. Vicenç Font for his support as an expert in OSA.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Uldarico Malaspina
    • 1
    Email author
  • Carlos Torres
    • 1
  • Norma Rubio
    • 1
  1. 1.Pontificia Universidad Católica del PerúLimaPeru

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