An elementary mathematics teacher learning to teach using problem posing: A case of the distributive property of multiplication over addition. (2020)

• Record Type: Journal Article
• Authors: Chen, Ting; Cai, Jinfa
• Is Part Of: International journal of educational research. Volume 102(2020)
• Publication Date: 2020
• Subjects: Distributive property of multiplication over addition -- Mathematics teacher -- Problem posing -- Teacher learning; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2019.03.004
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: To understand the challenges of an experienced teacher faced with problem posing. Supporting teachers' learning using problem posing. The advantages of teaching using problem posing. The importance of situation-based teacher―researcher partnerships. Abstract: In this study, we analyzed how an experienced mathematics teacher learned to teach the distributive property of multiplication over addition using problem posing. The teacher taught two lessons on this topic, one with the use of problem posing and the other without. First, we analyze the differences between the two lessons, followed by a discussion of the advantages of teaching using problem posing. Second, we document and analyze the challenges encountered by the teacher in the process of designing and teaching the lesson using problem posing and the tactics she used to overcome those challenges. This study also demonstrates the importance of context-based teacher-researcher partnerships for teachers' learning.