Unit:
Κατεύθυνση Μαθηματικών και ΠληροφορικήςLibrary of the School of Education
Author:
Spanoudi Anastasia
Supervisors info:
Μισαηλίδου Χριστίνα, Λέκτορας, Διδακτική των Μαθηματικών, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Μπαραλής Γεώργιος, Αναπλ. Καθηγητής, Μαθηματικά στην Εκπαίδευση, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Βουδούρη Αγγελική, Καθηγήτρια, Στατιστική - Πληροφορικά Συστήματα Διαχείρησης Κινδύνου στην Εκπαίδευση, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Original Title:
Αντιλήψεις και στάσεις των εκπαιδευτικών απέναντι στα λεκτικά μαθηματικά προβλήματα.
Translated title:
TEACHERS ENCOUNTERING CHALLENGING WORD PROBLEMS: HOW DO THEY SOLVE THEM?
Summary:
This investigation is based on other studies that explore students' attitudes towards verbal mathematical problems such as Verschaffel's, De Corte's, and Borghart's (1997). They tried to demonstrate the students' tendency to isolate the knowledge that gained from the ordinary life from the process of solving a word problem during maths at school. The starting point of this research is the hypothesis made by Gravemeijer (1997) regarding teachers' self-perception of verbal mathematical problems (the structure, the content and the teaching of their solution) which does not allow them to claim changes regarding the verbal problems contained in the school books. To investigate the teachers' perceptions of verbal mathematical problems, we created a double part questionnaire. In the first part of the questionnaire we articulated some questions that their answers will reflect how primary school teachers consider the word maths mathematical problems. The second part examines whether teachers themselves isolate the knowledge of reality when solving mathematical problems. Therefore, we explore, the relationship between the attitude of students to isolate the knowledge of everyday life from school mathematics and consider them as something outside of them and the attitude of the teachers and whether they isolate this knowledge from school Μathematics. More specifically this paper studies the following questions: a) How do teachers perceive the mathematical problem and its role in the teaching of mathematics? b) What is the role of the word problems in the teaching process of mathematics according to the teachers and c) teachers' opinion about the role of realistic elements of the word problems' context in the mathematical representation and problem solving.
Main subject category:
Science
Keywords:
mathematics education, maths, Verschaffel, De Corte, Gravemeijer, R.M.E., word problems, freudenthal, context problems, problem solving, realistic mathematics education
