Abstract
The chapter reports results of a survey whose aim was to contribute to research in the area of problem posing in teacher training. The core of the research project was empirical survey with qualitative design. Preservice and in-service teachers were posing problems in the environment of fractions and reflected on this activity in writing. Analysis of the posed problems and participants’ reflections were to answer the following questions: (a) What shortcomings can be identified in the posed problems? (b) How are the posed problems perceived by preservice and in-service teachers? (c) What relations are there between quality of the posed problems and perception of this activity by their authors?
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- 1.
We understand propaedeutics as an introduction to knowledge of preparatory instruction, similarly to Webster’s definition “pertaining to or of the nature of preliminary instruction; introductory to some art of science” (Webster’s Encyclopedic Unabridged Dictionary of the English Language. New York 1996: Gramercy Books, p. 1152).
- 2.
Primary school teachers in the Czech Republic must study 4- or 5-year-long undergraduate courses designed especially for primary school teachers. Their undergraduate teacher education program includes courses in all subjects taught at primary school level.
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Elaboration of the chapter was supported by RVO 67985840.
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Hošpesová, A., Tichá, M. (2015). Problem Posing in Primary School Teacher Training. In: Singer, F., F. Ellerton, N., Cai, J. (eds) Mathematical Problem Posing. Research in Mathematics Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6258-3_21
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