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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Teaching Training - Diploma
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Dr. Nadav Marco
Coordinator Office Hours:
Thursday 8:30-10:00
Teaching Staff:
Dr. Nadav Marko
Course/Module description:
The course is intended to foster participants capacity to develop meaningful mathematical problems tailored to specific student audience. We will focus primarily on context based problems.
Course/Module aims:
Learning outcomes - On successful completion of this module, students should be able to:
During the semester the participants will develop their own-invented problems portfolio.
Attendance requirements(%):
80%
Teaching arrangement and method of instruction:
Practical workshop based on articles reading.
Course/Module Content:
1. What is problem posing?
2. Assessment of problem-posing products
3. Connections between problem posing and solving
4. Context-based mathematics and its importance
5. Mathematical modeling problems
6. Affective aspects of problem posing
7. Problem posing and learning
8. Iterative problem posing
Required Reading:
Baumanns, L., & Rott, B. (2022a). The process of problem posing: Development of a descriptive phase model of problem posing. Educational Studies in Mathematics 110, 251–269. https://doi.org/10.1007/s10649-021-10136-y
Cai, J., Chen, T., Li, X., Xu, R., Zhang, S., Hu, Y., Zhang, L., & Song, N. (2020). Exploring the impact of a problem-posing workshop on elementary school mathematics teachers’ conceptions on problem posing and lesson design. International Journal of Educational Research, 102, 101404. https://doi.org/10.1016/j.ijer.2019.02.004
Crespo, S., & Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal of Mathematics Teacher Education, 11(5), 395–415. https://doi.org/10.1007/s10857-008-9081-0
Koichu, B., & Kontorovich, I. (2013). Dissecting success stories on mathematical problem posing: A case of the Billiard Task. Educational Studies in Mathematics, 83, 71–86. https://doi.org/10.1007/s10649-012-9431-9
Kontorovich, I. (2020). Problem-posing triggers or where do mathematics competition problems come from?. Educational Studies in Mathematics, 105(3), 389–406. https://doi.org/10.1007/s10649-020-09964-1
Lavy, I., & Shriki, A. (2010). Engaging in problem posing activities in a dynamic geometry setting and the development of prospective teachers’ mathematical knowledge. The Journal of Mathematical Behavior, 29(1), 11–24. https://doi.org/10.1016/j.jmathb.2009.12.002
Marco, N. & Palatnik, A. (2022). Dimensions of variation in teachers’ applied mathematics problem posing. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.). Proceedings of the 45th PME Conference, (Vol. 3, pp. 163–170). PME. https://shorturl.at/clnFR
Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19–28. https://www.jstor.org/stable/40248099
Additional Reading Material:
Grading Scheme :
Essay / Project / Final Assignment / Home Exam / Referat 30 %
Active Participation / Team Assignment 10 %
Submission assignments during the semester: Exercises / Essays / Audits / Reports / Forum / Simulation / others 40 %
Personal Guide / Tutor / Team Evaluation 10 %
Attendance / Participation in Field Excursion 10 %
Additional information:
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