How Preservice Teachers' Conception and Metaphor of Problem Posing Is Related to Their Problem-Posing Performance

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-9 - Linking Mathematics Content Knowledge to Preservice Teaching Practice

Abstract

This study investigated how preservice teachers’ conception and metaphor of problem posing are related to their problem posing performance. 96 Participants took a written test comprised of two parts and the data were analyzed using an inductive content analysis approach. Findings suggest that although there was no clear direction between their view of problem posing and their ability of posing problems, PSTs who viewed problem-posing as a means of improving problem-solving tended to provide a correct answers with various contexts.

Authors

• Ji-Won Son, University at Buffalo - SUNY

• Mi Yeon Lee, Arizona State University