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Problem Posing Process: Comparison of Posers on Various Levels of Experience
Patáková, Eva ; Zhouf, Jaroslav (advisor) ; Novotná, Jarmila (referee) ; Cihlář, Jiří (referee)
Title: Problem Posing Process: Comparison of Posers on Various Levels of Experience Author: PhDr. Eva Patáková Department: Department of Math. And Math. Education, Pedagogical Faculty, Charles University in Prague Supervisor: doc. RNDr. Jaroslav Zhouf, Ph.D. Abstract: The aim of the thesis is to compare the problem posing process of problem posers on various experience levels: Novices have no experience, specialists pose problems but not more than their teachers profession requires, experts pose problems profesionally, e.g. for Mathematical competitions. There were two phases of the research - both of them consisting of the pilot phase and the main study. The participants posed difficult and original Mathematical problems for approximately 15-year-old students. In the first phase methods derived from the grounded theory were used to analyze self-reflections, questionnaires and other written materials of problem posers. The second phase was based on qualitative analysis of videotyped problem posing process of respondents. The problem posing process of the three groups of respondents was different. With increasing level of experience the ratio of intentional ideas increased as well as the ratio of posers finding inspiration in the existing problem. Opinion to how a good problem should look like is also different for...
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Problem Posing Process: Comparison of Posers on Various Levels of Experience
Patáková, Eva ; Zhouf, Jaroslav (advisor) ; Novotná, Jarmila (referee) ; Cihlář, Jiří (referee)
Title: Problem Posing Process: Comparison of Posers on Various Levels of Experience Author: PhDr. Eva Patáková Department: Department of Math. And Math. Education, Pedagogical Faculty, Charles University in Prague Supervisor: doc. RNDr. Jaroslav Zhouf, Ph.D. Abstract: The aim of the thesis is to compare the problem posing process of problem posers on various experience levels: Novices have no experience, specialists pose problems but not more than their teachers profession requires, experts pose problems profesionally, e.g. for Mathematical competitions. There were two phases of the research - both of them consisting of the pilot phase and the main study. The participants posed difficult and original Mathematical problems for approximately 15-year-old students. In the first phase methods derived from the grounded theory were used to analyze self-reflections, questionnaires and other written materials of problem posers. The second phase was based on qualitative analysis of videotyped problem posing process of respondents. The problem posing process of the three groups of respondents was different. With increasing level of experience the ratio of intentional ideas increased as well as the ratio of posers finding inspiration in the existing problem. Opinion to how a good problem should look like is also different for...
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