Provocations in Mathematics: Teachers’ Attitudes

نویسندگان

چکیده

This study analyses school mathematics teachers’ attitudes towards using provocative questions in teaching and assessment as a potential pedagogic innovation. By question, we mean here question designed to deliberately mislead the solver. It normally calls for an impossible task. For example, might ask proof of something that is not provable or show existence solution equation does have solution. Often catch based on restricted domain indirectly prompts use rule, formula, theorem inapplicable due their conditions/constraints. Five groups teachers did mini-test consisting questions. A post-test questionnaire was given obtain feedback possible practice enhance students’ critical thinking skills. Teachers’ responses are discussed analysed paper.

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ژورنال

عنوان ژورنال: Journal of higher education theory and practice

سال: 2021

ISSN: ['2158-3595']

DOI: https://doi.org/10.33423/jhetp.v21i10.4639