@article{10272/18927,
year = {2020},
month = {7},
url = {http://hdl.handle.net/10272/18927},
abstract = {Problem posing is rarely seen in Spanish classrooms, least of all in preschool education.
The lack of research, coupled with a lack of guidance, has resulted in teachers simply not considering
the approach as something that could enrich their work. This study examines a problem-posing
lesson given by a preschool teacher to a class of four-year-olds. It focuses in particular on the
organisational principles and the factors to be taken into consideration in applying the strategy.
Through the application of a bottom-up analysis, seven characterisers are identified, four associated
with task design and planning: Characteristics of the resources, type of problem, expression of
problem formulation, and type of problem formulation; and three associated with lesson management:
Stages in task execution, degree of liberty, and role of the pupils’ drawings of the problem.},
publisher = {MDPI},
title = {Characterisers of Teaching in a Mathematics Problem Posing Lesson in Preschool Education},
doi = {10.3390/su12156148},
author = {Martín Díaz, Juan Pedro and Montes Navarro, Miguel Ángel and Codes Valcarce, Myriam and Carrillo Yáñez, José},
}