Initial teacher training plays an important role in developing professional teaching knowledge. In particular, during the mathematics teacher training programme, students must engage with subject content and teaching competencies that encourage greater openness to experimenting with and differentiating teaching and learning methodologies while reflecting on curriculum management. This communication aims to characterise the professional knowledge that pre-service mathematics teachers mobilise while solving non-routine mathematical problems with multiple solutions. Furthermore, do future teachers use technology when addressing tasks? Is there evidence that these tasks contribute to developing creative thinking among future educators? Using a qualitative methodology, three case studies were analysed, involving groups or pairs of students enrolled in the Mathematics Modelling and Applications Curricular Unit during the first year of the Master's Degree in Mathematics Teaching. The task resolutions were collected, and the students' arguments in presenting their proposed solutions were recorded. Through content analysis techniques, it was concluded that the students adopted various approaches to solving the tasks, utilising the teacher's professional knowledge for teaching mathematics at both pedagogical and content levels. It was also determined that challenging tasks with multiple resolutions, like those presented, contribute to developing students' creative thinking.

Authors:
Alexandra Sofia Rodrigues, NOVA University Lisbon, Portugal
Maria Isabel Gomes, NOVA University Lisbon, Portugal
Corália Pimenta, Polytechnic Institute of Coimbra, Portugal

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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