Keywords
Exploratory problem solving model
Mathematical creativity
How to Cite
Abstract
This investigation is part of a research project on the development of mathematical reasoning through problem solving and posing tasks from the perspective of the Exploratory Problem Solving Model and presents the results of an experiment carried out in the formation of teachers who teach mathematics. The study is qualitative and interpretative with an empirical basis, supported by design-based research. The main objective is to implement problem-solving instructional tasks in the formation of teachers who teach mathematics in order to build up a knowledge base on problem-solving and creativity. The freedom allowed to teachers and future teachers, both in the development of mathematical reasoning and in mathematical communication, seems to have an influence on the promotion of personal, innovative and creative mathematical solving.
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