High School Teachers’ Problem Solving Activities to Review and Extend Their Mathematical and Didactical Knowledge

Every so often, I’ll publicize through this blog an interesting article that I’ve found in the mathematics or mathematics education literature that can be freely distributed to the general public. Today, I’d like to highlight Manuel Santos-Trigo & Fernando Barrera-Mora (2011) High School Teachers’ Problem Solving Activities to Review and Extend Their Mathematical and Didactical Knowledge, PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 21:8, 699-718, DOI: 10.1080/10511971003600965

Here’s the abstract:

The study documents the extent to which high school teachers reflect on their need to revise and extend their mathematical and practicing knowledge. In this context, teachers worked on a set of tasks as a part of an inquiring community that promoted the use of different computational tools in problem solving approaches. Results indicated that the teachers recognized that the use of the Cabri-Geometry software to construct dynamic representations of the problems became useful, not only to make sense of the problems statement, but also to identify and explore a set of mathematical relations. In addition, the use of other tools like hand-held calculators and spreadsheets offered them the opportunity to examine, contrast, and extend visual and graphic results to algebraic approaches.

The full article can be found here: http://dx.doi.org/10.1080/10511971003600965

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