예비교사의 문제 만들기 유형과 교수·학습에 대한 인식

Abstract

This study investigated the types of problems made by pre-service mathematics teachers and their recognition of teaching and learning of problem-posing. When closing the unit 'relation and function' of the set theory in the course of foundations of mathematics for the first-year pre-service teachers of university, they performed the problem-posing activity, and then solved and scored the problems with peer students. About 70% of pre-service teachers suggested textbook problem, acceptance problem, and acceptance-extension problem while the rest 30% suggested challenge problem and creative problem. pre-service teachers recognized that the problem-posing activity was helpful for their own learning by strengthening and enriching the basic concept of mathematics. However, some of them were not sure if they would use the problem-posing activity for class if they become mathematics teachers because of errors in the problem-posing process or fear of insufficient problems. This could be overcome through the activity of modifying the errors of problems together with peers in the scoring process.