Teacher attention to number choice in problem posing |
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| Affiliation: | 1. Faculty of Education in Science and Technology, Technion – Israel Institute of Technology, Haifa 3200003, Israel;2. Faculty of Mathematics, Lewinski College of Education, Tel Aviv 6937808, Israel;3. Department of Mathematics, Technion – Israel Institute of Technology, Haifa 3200003, Israel;1. Iclon, Leiden University, The Netherlands;2. Freudenthal Institute, Utrecht University, The Netherlands;3. Melbourne Graduate School of Education, The University of Melbourne, Australia;1. Tel Aviv University, Israel;2. Ohalo College, Qatzrin, Israel;3. Weizmann Institute of Science, Rehovot, Israel;1. University of Oxford, UK;2. University of Oxford, UK |
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| Abstract: | This study examined how teachers used number choice in contextualized word problems as a pedagogical approach for meeting instructional goals. By collecting and analyzing the contextualized word problems posed by 20 teachers along with their rationales, I identified several means by which teachers used number choice. Additionally, results indicate and characterize a progression for using number choice from no attention to purposeful attention. Implications for decomposing the teaching practice of posing problems to children are discussed. |
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