Problem posing through investigations for the development and evaluation of proof-related skills and creativity skills of prospective high school mathematics teachers

Roza Leikin; Haim Elgrably

doi:10.1016/j.ijer.2019.04.002

Problem posing through investigations for the development and evaluation of proof-related skills and creativity skills of prospective high school mathematics teachers

Roza Leikin, Haim Elgrably

Department of Mathematics Education

Research output: Contribution to journal › Article › peer-review

Abstract

In this paper, we describe a study conducted with 68 prospective mathematics teachers (PMTs) who took part in a Euclidian geometry didactical course. During the course, PMTs were required to solve Multiple Solution Tasks (MSTs) and perform mathematical investigations in DGE (Dynamic Geometry Environment) on a systematic basis. This paper describes and exemplifies Problem Posing through Investigations (PPI) as an integral part of investigation tasks. We introduce a model for the evaluation of proof-related skills and creativity skills using PPI. We employ this model to demonstrate significant changes in PMTs’ proficiency related to proving and creativity skills. Using the model we describe the connections between different creativity-related and proof-related skills and the PMTs’ knowledge base.

Original language	English
Article number	101424
Journal	International Journal of Educational Research
Volume	102
DOIs	https://doi.org/10.1016/j.ijer.2019.04.002
State	Published - 2020

Bibliographical note

Publisher Copyright:
© 2019 Elsevier Ltd

Keywords

Auxiliary construction
Creativity
Discovered property
Investigations in DGE
Problem complexity
Problem posing
Proof

ASJC Scopus subject areas

Education

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10.1016/j.ijer.2019.04.002

Cite this

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title = "Problem posing through investigations for the development and evaluation of proof-related skills and creativity skills of prospective high school mathematics teachers",

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Problem posing through investigations for the development and evaluation of proof-related skills and creativity skills of prospective high school mathematics teachers

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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