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Semantic structure and problem posing: Preservice teachers' experience.

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Title: Semantic structure and problem posing: Preservice teachers' experience.
Authors: Calabrese, Julia E.1 (AUTHOR) j.calabrese@utah.edu, Capraro, Mary Margaret2 (AUTHOR), Viruru, Radhika2 (AUTHOR)
Source: School Science & Mathematics. Aug2024, Vol. 124 Issue 4, p266-278. 13p.
Subject Terms: *Student teachers, *Common Core State Standards, *Learning, *Research personnel, *Mathematics teachers
Abstract: Despite problem posing's prominence in mathematics education research, its implementation in classrooms is limited. Therefore, teacher educators should incorporate problem posing tasks into preparation programs to help prospective teachers gain confidence in their abilities. One approach to teaching problem posing includes providing examples. The Common Core State Standards Initiative provides taxonomies with examples of one‐step word problems for all four basic operations. Through this mixed‐methods study, preservice teachers (N = 44) regularly identified and posed word problems within the addition and subtraction taxonomy. Before and after the intervention, the preservice teachers answered survey questions and posed problems to model given equations. The researchers analyzed the preservice teachers' abilities to pose logical word problems and to match given equations before and after instruction. They also quantitatively analyzed Likert‐style survey responses on perceptions of posing the various types of word problems and integrated the results with a qualitative analysis of open‐ended responses expanding on the same questions. Results showed participants' abilities to pose problems increased after the intervention. Additionally, participants felt problems with the unknown information at the beginning or middle were harder to pose than those with the unknown information at the end. [ABSTRACT FROM AUTHOR]
Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Aug2024, Vol. 124 Issue 4, p266-278. 13p.
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  Data: Despite problem posing's prominence in mathematics education research, its implementation in classrooms is limited. Therefore, teacher educators should incorporate problem posing tasks into preparation programs to help prospective teachers gain confidence in their abilities. One approach to teaching problem posing includes providing examples. The Common Core State Standards Initiative provides taxonomies with examples of one‐step word problems for all four basic operations. Through this mixed‐methods study, preservice teachers (N = 44) regularly identified and posed word problems within the addition and subtraction taxonomy. Before and after the intervention, the preservice teachers answered survey questions and posed problems to model given equations. The researchers analyzed the preservice teachers' abilities to pose logical word problems and to match given equations before and after instruction. They also quantitatively analyzed Likert‐style survey responses on perceptions of posing the various types of word problems and integrated the results with a qualitative analysis of open‐ended responses expanding on the same questions. Results showed participants' abilities to pose problems increased after the intervention. Additionally, participants felt problems with the unknown information at the beginning or middle were harder to pose than those with the unknown information at the end. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ssm.12648
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        Text: English
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              Text: Aug2024
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