PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
US and Chinese Prospective Elementary Teachers’ Problem-posing Performance: A Comparison Study of Specific Problem-posing Processes
Page: 1599
This study reports on 33 US and 55 Chinese prospective elementary teachers’ problem-posing performance while engaged in five specific problem-posing processes. The study found that: (1) both US and Chinese participants were able to pose solvable mathematical problems, and (2) the US participants were more challenged by the Selecting and Comprehending processes, while their Chinese counterparts posed a higher percentage of solvable problems for these two processes than the other three processes. In the future, we might investigate the possible causes that triggered the differences and the impacts of the differences on mathematics learning.