Same Mathematical Structure, Different Design: How Does Task Format Affect Creative Problem-Posing Performance?

Özdemir Ercan; Kar Tuğrul; Öçal Tuğba

doi:10.2478/atd-2022-0017

Acta Educationis Generalis (Jun 2022)

Same Mathematical Structure, Different Design: How Does Task Format Affect Creative Problem-Posing Performance?

Özdemir Ercan,
Kar Tuğrul,
Öçal Tuğba

Affiliations

Özdemir Ercan: Recep Tayyip Erdoğan University, College of Education, Department of Mathematics and Science Education, Rize, Turkey
Kar Tuğrul: Recep Tayyip Erdoğan University, College of Education, Department of Mathematics and Science Education, Rize, Turkey
Öçal Tuğba: Ağrı İbrahim Çeçen University, Department of Primary Education, Ağrı, Turkey

DOI: https://doi.org/10.2478/atd-2022-0017
Journal volume & issue: Vol. 12, no. 2
pp. 112 – 139

Abstract

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Introduction: The purpose of the study was to investigate the effect of task format on pre-service mathematics teachers’ creative problem-posing performance.

Published in Acta Educationis Generalis

ISSN: 2585-741X (Print); 2585-7444 (Online)
Publisher: Sciendo
Country of publisher: Poland
LCC subjects: Education
Website: https://sciendo.com/journal/ATD

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Abstract

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