Abstract
AbstractThe aim of this study is to develop a descriptive phase model for problem-posing activities based on structured situations. For this purpose, 32 task-based interviews with pre-service primary and secondary mathematics teachers working in pairs were conducted who were given two structured problem-posing situations. Through an inductive-deductive category development, five types of activities (situation analysis, variation, generation, problem solving, evaluation) were identified. These activities were coded in so-called episodes, allowing time-covering analyses of the observed processes. Recurring transitions between these episodes were observed by which a descriptive phase model was derived. In addition, coding of the developed episode types was validated for its interrater agreement.
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