Characterisers of Teaching in a Mathematics Problem Posing Lesson in Preschool Education

Juan Pedro Martín-Díaz, Miguel Montes, Myriam Codes and José Carrillo
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Juan Pedro Martín-Díaz: Facultad de Educación, Psicología y Ciencias del Deporte, Universidad de Huelva, 21071 Huelva, Spain
Miguel Montes: Facultad de Educación, Psicología y Ciencias del Deporte, Universidad de Huelva, 21071 Huelva, Spain
Myriam Codes: Facultad de Educación, Psicología y Ciencias del Deporte, Universidad de Huelva, 21071 Huelva, Spain
José Carrillo: Facultad de Educación, Psicología y Ciencias del Deporte, Universidad de Huelva, 21071 Huelva, Spain

Sustainability, 2020, vol. 12, issue 15, 1-18

Abstract: Problem posing is rarely seen in Spanish classrooms, least of all in preschool education. The lack of research, coupled with a lack of guidance, has resulted in teachers simply not considering the approach as something that could enrich their work. This study examines a problem-posing lesson given by a preschool teacher to a class of four-year-olds. It focuses in particular on the organisational principles and the factors to be taken into consideration in applying the strategy. Through the application of a bottom-up analysis, seven characterisers are identified, four associated with task design and planning: Characteristics of the resources, type of problem, expression of problem formulation, and type of problem formulation; and three associated with lesson management: Stages in task execution, degree of liberty, and role of the pupils’ drawings of the problem.

Keywords: problem posing; preschool education; bottom-up approach; mathematics teacher (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
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