Work

Perspectives on the problem-posing activity by prospective teachers: A cross-national study

Year: 2022

Type: article

Abstract: There is an ongoing research interest to disclose factors that influence problem-posing performance by involving cross-national backgrounds. This research extends that effort by conducting a comparative analysis on the performance of Indonesian and Hungarian prospective teachers in a problem-posing task. A total of eighty-three prospective teachers from Indonesia and Hungary were asked to pose a problem based on the current calendar. For more in-depth insights, an interview was conducted with a representative participant. The obtained data were analysed quantitatively using Fisher's exact test and qualitatively in nature. Their mathematical background seems to influence the characteristic of their proposed problem and the solution approach they utilized. The typical tasks proposed by Indonesian prospective teachers are exercise and mostly related to arithmetic operations, while those by Hungarian prospective teachers are challenging problems and generally connected to arithmetic sequences. Moreover, in solving their problems, Indonesians tend to show arithmetic reasoning while Hungarians often denote algebraic reasoning. These disparities might be attributed to the types of problems that each group typically encounters during their mathematics lessons.

Source: Journal on Mathematics Education

DOI: 10.22342/jme.v13i1.pp149-172

Authors: Linda Devi Fitriana, Rooselyna Ekawati, Zoltán Kovács

Institutions: University of Debrecen, Universitas Negeri Surabaya, Eszterhazy Karoly Catholic University

Language: English

Topic: Mathematics Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $250