Problem-Posing Instruction for Teachers: Its Ipact on Student Success in Problem Solving

本次调查的目的是进行初步的 研究活动，以设计一项研究 关于提出问题教学的影响的建议 (for教与学的过程 解决问题（高中生）。 的一个主要目标 本研究旨在探讨 学生解决问题的认知和情感变化 教师在职培训行为 提出数学问题。 将与一个小组进行深入的试点研究 来自三个不同种族社区的六名教师， 新墨西哥州。 每所学校的一名教师将获得 在学习融入一个 将提出问题的方面纳入旨在 课堂问题解决 每个学校的另一位老师 不会接受任何指导性治疗 期间 学年，所有六名教师将进行 解决问题的指导。 学生问题的数据- 解决问题的行为将从课堂上收集 六位老师。 调查人员将搜索 学生解决问题的认知和情感变化 由指导性治疗引起的行为。 该研究将采用数据收集和 使用的分析技术：由 六位老师，特别开发的问题解决 工具和采访工具。

The purpose of this investigation is to conduct preliminary research activities with a view to designing a research proposal related to the impact of problem-posing instruction (for teachers) on the teaching and learning process of problem solving (for high school students). A major goal of this study is to explore the feasibility of examining cognitive and affective changes in student problem-solving behavior resulting from teacher in-service training in mathematical problem posing. An in-depth pilot study will be conducted with a small group of six teachers from three different ethnic communities in New Mexico. One teacher in each school will receive instructional treatment in learning to incorporate a problem-posing dimension into activities designed for classroom problem solving. The other teacher in each school will receive no instructional treatment. During the academic year, all six teachers will be expected to conduct instruction on problem solving. Data on student problem- solving behavior will be collected from the classes taught by the six teachers. The investigator will search for cognitive and affective changes in student problem-solving behavior resulting from the instructional treatment. The study will employ a combination of data collection and analysis techniques using: student records maintained by the six teachers, specially developed problem-solving instruments, and interview instruments.