Immersive teacher training experience on the methodology of problem posing and solving in Mathematics

• Alice Barana ; Anna Brancaccio ^[2] ; Alberto Conte ; Cecilia Fissore ^[1] ; Francesco Floris ^[1] ; Marina Marchisio ; Claudio Pardini ^[3]
  1. [1] University of Turin

     University of Turin

     Torino, Italia

     
  2. [2] MIUR, Rome, Italy
  3. [3] ISS Carlo Anti, Villafranca di Verona (VR), Italy

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• Localización: 5th International Conference on Higher Education Advances (HEAd' 19) / Josep Domènech i de Soria (ed. lit.), Paloma Merello Giménez (ed. lit.), Elena de la Poza Plaza (ed. lit.), Desamparados Blázquez (ed. lit.), Raúl Peña Ortiz (ed. lit.), 2019, ISBN 978-84-9048-661-0, págs. 667-676
• Idioma: inglés
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• Resumen

  • In an Italian and European context, one of the fundamental skills in Mathematics is the ability to solve problems in everyday situations, often linked to everyday life. For this reason, the problem posing and solving methodology plays a fundamental role in the process of teaching and learning Mathematics. This paper presents the results of the immersive experience "Mathematical Exploration with Problem Posing and Solving", included in the teacher training activities proposed by the national PP&S - Problem Posing & Solving - Project of the Italian Ministry of Education, which aims at enhancing the teaching and learning of Mathematics by using new methodologies and technologies. In particular, the focus will be on the work and considerations of the 50 teachers who took part in the project, from both primary and secondary school. They were guided through the individual step-by-step creation of a contextualized problem, following a process guided through stimulus-based questions. This immersive experience brought about the production of valid problems and was full of very stimulating teachers' considerations on the various phases of the problem posing and solving.