Abstract
This study suggests eight different dimensions through which products of teachers’ applied mathematics problem posing (AMPP) can be modified to achieve different pedagogical goals: authenticity, correctness, compactness, mathematical diversity, multiple data representations, answer format, generalization, and students’ agency and decision making. The dimensions were identified from a qualitative multiple-case study using variation theory as a theoretical framework. We compared items and versions of secondary teachers’ AMPP products during professional development (PD). The resulting model informs teacher educators and researchers in planning and implementing AMPP in teacher PD, can serve as a basis for an assessment model of AMPP product, and enhance teachers’ learning in task design environments.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022 |
| Editors | Ceneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas |
| Publisher | Psychology of Mathematics Education (PME) |
| Pages | 163-170 |
| Number of pages | 8 |
| ISBN (Print) | 9788413021775 |
| State | Published - 2022 |
| Event | 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 - Alicante, Spain Duration: 18 Jul 2022 → 23 Jul 2022 |
Publication series
| Name | Proceedings of the International Group for the Psychology of Mathematics Education |
|---|---|
| Volume | 3 |
| ISSN (Print) | 0771-100X |
| ISSN (Electronic) | 2790-3648 |
Conference
| Conference | 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 |
|---|---|
| Country/Territory | Spain |
| City | Alicante |
| Period | 18/07/22 → 23/07/22 |
Bibliographical note
Publisher Copyright:© 2022, Psychology of Mathematics Education (PME). All rights reserved.