Problem-posing tasks and their influence on pre-service teachers’ creative problem-posing performance and self-efficacy

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematical Behavior Pub Date : 2024-01-30 DOI:10.1016/j.jmathb.2024.101130

Lukas Baumanns , Benjamin Rott

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引用次数: 0

Abstract

In problem-posing research, the influence of task variables on problem-posing outcomes is a relatively new endeavor. To systematically vary task variables, we designed eight problem-posing tasks by crossing two problem-posing situations (unstructured vs. structured) with two problem-posing prompts (open vs. closed) and two mathematical contexts (patterns vs. geometry). Using this design, we investigated the influence of these task variables on (1) creative problem-posing performance, (2) problem-posing self-efficacy, and (3) the relationship between self-efficacy and creative problem-posing performance in 187 pre-service teachers. The analyses show that (1) the influence of the situation and prompt is small and topic-specific, (2) that self-efficacy is significantly lower in unstructured situations with an open prompt than in the other tasks, and (3) that creative problem-posing performance and self-efficacy are correlated negatively. The findings imply a need for more detailed investigations regarding the influence on creative problem-posing performance and for which subjects it is relevant.

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提出问题的任务及其对职前教师提出创造性问题的表现和自我效能感的影响

在问题提出研究中，任务变量对问题提出结果的影响是一项相对较新的工作。为了系统地改变任务变量，我们设计了八个提出问题的任务，将两种提出问题的情境（非结构化与结构化）与两种提出问题的提示（开放式与封闭式）和两种数学情境（模式与几何）相交叉。利用这一设计，我们研究了这些任务变量对 187 名职前教师的以下方面的影响：(1) 创造性提出问题的表现；(2) 提出问题的自我效能感；(3) 自我效能感与创造性提出问题的表现之间的关系。分析表明：(1) 情境和提示的影响较小，且针对特定主题；(2) 在有开放性提示的非结构化情境中，自我效能感明显低于其他任务；(3) 创造性提出问题的表现与自我效能感呈负相关。这些研究结果表明，有必要对创造性提出问题的成绩的影响及其与哪些受试者相关进行更详细的调查。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

17.60%

发文量

期刊介绍： The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.