Provocations in Mathematics: Teachers’ Attitudes

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aut.relation.endpage263
aut.relation.issue10en_NZ
aut.relation.journalJournal of Higher Education Theory and Practiceen_NZ
aut.relation.startpage254
aut.relation.volume21en_NZ
aut.researcherKlymchuk, Sergiy
dc.contributor.authorKlymchuk, Sen_NZ
dc.contributor.authorSangwin, Cen_NZ
dc.date.accessioned2022-02-13T22:37:25Z
dc.date.available2022-02-13T22:37:25Z
dc.date.copyright2021-01-01en_NZ
dc.date.issued2021-01-01en_NZ
dc.description.abstractThis study analyses school mathematics teachers’ attitudes towards using provocative mathematics questions in teaching and assessment as a potential pedagogic innovation. By a provocative mathematics question, we mean here a question designed to deliberately mislead the solver. It normally calls for an impossible task. For example, the question might ask for a proof of something that is not provable or show the existence of a solution of an equation that does not have a solution. Often a catch is based on a restricted domain or indirectly prompts the use of a rule, formula, or theorem that is inapplicable due to their conditions/constraints. Five groups of school mathematics teachers did a mini-test consisting of provocative questions. A post-test questionnaire was given to the teachers to obtain their feedback on the possible use of provocative questions in their teaching practice to enhance students’ critical thinking skills. Teachers’ responses are discussed and analysed in the paper.en_NZ
dc.identifier.citationJournal of Higher Education Theory and Practice, 21(10). https://doi.org/10.33423/jhetp.v21i10.4639
dc.identifier.doi10.33423/jhetp.v21i10.4639en_NZ
dc.identifier.issn2158-3595en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/14904
dc.publisherNorth American Business Press
dc.relation.urihttps://articlegateway.com/index.php/JHETP/article/view/4639
dc.rights© North American Business Press. The author has the authority to deposit an electronic copy of their own final version of their article, pre- or post-print, on their own or institutional website.
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectHigher education; Critical thinking; Mathematics; Teachers’ attitudes
dc.titleProvocations in Mathematics: Teachers’ Attitudesen_NZ
dc.typeJournal Article
pubs.elements-id442655
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Faculty of Design & Creative Technologies
pubs.organisational-data/AUT/Faculty of Design & Creative Technologies/School of Engineering, Computer & Mathematical Sciences
pubs.organisational-data/AUT/Faculty of Design & Creative Technologies/School of Engineering, Computer & Mathematical Sciences/Science, Technology, Engineering, & Mathematics Tertiary Education Centre
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Design and Creative Technologies
pubs.organisational-data/AUT/PBRF/PBRF Design and Creative Technologies/PBRF ECMS
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