RT Journal Article
T1 Characterisers of Teaching in a Mathematics Problem Posing Lesson in Preschool Education
A1 Martín Díaz, Juan Pedro
A1 Montes Navarro, Miguel Ángel
A1 Codes Valcarce, Myriam
A1 Carrillo Yáñez, José
AB 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 consideringthe approach as something that could enrich their work. This study examines a problem-posinglesson given by a preschool teacher to a class of four-year-olds. It focuses in particular on theorganisational 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 associatedwith task design and planning: Characteristics of the resources, type of problem, expression ofproblem 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.
PB MDPI
SN 2071-1050
YR 2020
FD 2020-07
LK http://hdl.handle.net/10272/18927
UL http://hdl.handle.net/10272/18927
LA eng
NO Martín Díaz, J. P., Montes Navarro, M., Codes, M., & Carrillo Yáñez, J. (2020). Characterisers of Teaching in a Mathematics Problem Posing Lesson in Preschool Education. Sustainability, 12(15), 6148. DOI:  https://doi.org/10.3390/su12156148
DS Repositorio Institucional de la Universidad de Huelva
RD 13 jun 2026