RT journal article
T1 Variables in planning and carrying out a problem-posing task in early childhood education
A1 Carmona Medeiro, Enrique
A1 Martín Díaz, Juan Pedro
A1 Climent, Nuria
A2 Didáctica
K1 Problem posing
K1 Task design
K1 Early childhood education
K1 Teaching
K1 Case study
AB This research focused on understanding the variables inherent in the design and implementation of a mathematical problem-posing task. We developed a single case study of a problem-posing lesson by an Early Childhood Education teacher in a classroom with 4- to 5-year-old children who were unfamiliar with such activities. The results of this study show the potential of considering five variables serving as critical points that pose dilemmas linked to the design and implementation of problem-posing tasks. We found that the task changed from its original design during implementation, implying that the choices the teacher made about the variables were not static and were strongly linked to the purpose of the problem-posing task as well as to the contextual characteristics of the early childhood classroom. This study provides a potentially useful framework for analyzing the design and implementation of problem-posing tasks as a dynamic process.
PB Elsevier
SN 0732-3123
YR 2024
FD 2024
LK http://hdl.handle.net/10498/32887
UL http://hdl.handle.net/10498/32887
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 14-nov-2026