Problem Posing Via Scriptwriting: What Instructional Flows Do Mathematics Teachers Use in Implementing the Problem-Posing Task?

KAR T., Öztürk F., Öçal M. F., ÖZKAYA M.

International Journal of Science and Mathematics Education, 2024 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1007/s10763-024-10507-w
  • Dergi Adı: International Journal of Science and Mathematics Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Anahtar Kelimeler: Middle school mathematics teachers, Pattern, Problem posing, Scriptwriting
  • Atatürk Üniversitesi Adresli: Evet

Özet

The present study aimed to describe teachers’ instructional flows when implementing a mathematical problem-posing task using scriptwriting technique. With matchsticks, a growing pattern that increases by a constant unit was created and presented to the teachers as a problem-posing situation. We analyzed the instructional flows in 50 scripts, taking into account situations recognized in the problem-posing field as critical for integrating problem posing into mathematics classrooms. We determined three instructional flows in the scripts: pose and solve cycle-based, observation-based, and problem-solving based, the first being the most common. We presented a new problem-posing instructional model and discussed its potential benefits for student learning.