Name: Mathematical Problem Posing. Conceptual Considerations and Empirical Investigations for Understanding the Process of Problem Posing (en Inglés)
SKU: 67390895
Price: 62670.00 CLP
Availability: InStock
Author: Lukas Baumanns
ISBN: 9783658399184

portada Mathematical Problem Posing. Conceptual Considerations and Empirical Investigations for Understanding the Process of Problem Posing (en Inglés)

Mathematical Problem Posing. Conceptual Considerations and Empirical Investigations for Understanding the Process of Problem Posing (en Inglés)

Formato

Libro Físico

Editorial

Springer Spektrum

Autor

Lukas Baumanns

Año

2022

Idioma

Inglés

N° páginas

320

Encuadernación

Tapa Blanda

Dimensiones

21x14.8x1.8 cm

ISBN13

9783658399184

Mathematical Problem Posing. Conceptual Considerations and Empirical Investigations for Understanding the Process of Problem Posing (en Inglés)

Lukas Baumanns (Autor) · Springer Spektrum · Tapa Blanda

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Reseña del libro "Mathematical Problem Posing. Conceptual Considerations and Empirical Investigations for Understanding the Process of Problem Posing (en Inglés)"

Mathematical problem posing as the substantive formulation of mathematical problems is an activity that lies at the heart of mathematics. In recent years, research in mathematics education has endeavored to gain insights into problem posing-conceptually as well as empirically. In problem-posing research, there has been a focus on analyzing products, that is, the posed problems. Insights into the processes that lead to these products, however, have so far been lacking. Within four journal articles, summarized in this cumulative dissertation, the author attempts to contribute to the understanding of problem-posing processes through conceptual considerations and empirical investigations. The conceptual part consists of a conducted systematic literature review to investigate problem-posing situations and problem-posing activities. The studies in the empirical part deal with the analyses of problem-posing processes of pre-service mathematics teachers from a macroscopic and microscopic perspective. The aim is to develop coherent and meaningful conceptual perspectives for analyzing empirical observations of problem-posing processes.