Problem formulation and the development of my professional competence as a mathematics teacher

Abstract

Problem posing, understood as the professional competency of preparing tasks for teaching, includes three fundamental facets: selection, variation, and problem development. This workshop aims for participants (secondary school mathematics in-service and pre-service teachers) to explore and reflect on the process they follow when posing problems for a class session on linear and affine functions. Through the activities, the hope is to answer the following question: What criteria does a teacher use to choose a problem for a teaching sequence and to determine its place within that sequence? Participants will receive a set of problems from which they will individually select three and arrange them within a teaching sequence, explaining their reasons. The same process is carried out in groups, with each group of participants determining a single sequence of three problems from the ones they initially selected. Finally, the responses will be shared in a plenary session in an attempt to establish some common criteria for the process carried out. The expectation is for this sequence of activities and the criteria identified to help participants reflect on their own teaching practice.