Problem solving in prospective primary teachers: a classroom experience
DOI:
https://doi.org/10.5377/ryr.v53i53.10896Keywords:
Prospective Primary Teacher’s Training, Problem Posing, Problem Solving, Mathematics EducationAbstract
In this article we reflect on the role of problem solving in the prospective primary teachers’ training. After taking up some relevant contributions in the field of problem solving in mathematics education, we focus on the double aspect of problems posing and problems solving, analyzing the relevance that this double component has, both in compulsory education and in prospective primary teachers’ training. The last part of the work begins with a contextualization of the training in mathematics education of future primary teachers at the University of Huelva, to close detailing the development of a classroom experience that exemplifies how we work with future teachers “learn and learn to teach how to pose and solve problems ”.
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Instituto de Ciencia, Tecnología e Innovación (ICTI)
Reality and Reflection
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