Abstract
In this paper, we describe a study conducted with 68 prospective mathematics teachers (PMTs) who took part in a Euclidian geometry didactical course. During the course, PMTs were required to solve Multiple Solution Tasks (MSTs) and perform mathematical investigations in DGE (Dynamic Geometry Environment) on a systematic basis. This paper describes and exemplifies Problem Posing through Investigations (PPI) as an integral part of investigation tasks. We introduce a model for the evaluation of proof-related skills and creativity skills using PPI. We employ this model to demonstrate significant changes in PMTs’ proficiency related to proving and creativity skills. Using the model we describe the connections between different creativity-related and proof-related skills and the PMTs’ knowledge base.
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