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Creating Realistic Mathematics Tasks Involving Authenticity, Cognitive Domains, and Openness Characteristics: A Study with Pre-Service Teachers

Author

Listed:
  • Sara Paredes

    (Faculty of Education, University of Salamanca, 37008 Salamanca, Spain)

  • María José Cáceres

    (Faculty of Education, University of Salamanca, 37008 Salamanca, Spain)

  • José-Manuel Diego-Mantecón

    (Faculty of Science, University of Cantabria, 39005 Cantabria, Spain)

  • Teresa F. Blanco

    (Faculty of Education Sciences, University of Compostela, 15705 Santiago de Compostela, Spain)

  • José María Chamoso

    (Faculty of Education, University of Salamanca, 37008 Salamanca, Spain)

Abstract

Creating mathematics tasks provide opportunities for students to develop their thinking, reasoning, communication, and creativity. This paper presents a study on teaching pre-service teachers to create realistic mathematics tasks in real contexts and amending them through an iterative process of analysis and refinement. The study was undertaken with pre-service teachers from two university training courses in Spain, undergraduate students from a primary teacher training course, and graduate students from an educational Master’s course. The students worked in groups to collaborate in the creation of the requested tasks and improvement of them based on critical thinking and creativity. The tasks were not only evaluated concerning their level of realism, but also regarding their level of authenticity, the cognitive domains involved, and their openness characteristic. These are the key characteristics related to environmental and sustainability aspects. The outcomes confirmed that the creation of realistic mathematics tasks was a challenge for future primary teachers; however, they were able to create tasks with high levels of cognitive domain, authenticity, and openness. This evidences, on the one hand, the difficulty that future teachers have in understanding the realism of a mathematics task, and, on the other, the possibilities offered by the task’s creation and the revision activity, which has educational implications and opens paths for future research.

Suggested Citation

  • Sara Paredes & María José Cáceres & José-Manuel Diego-Mantecón & Teresa F. Blanco & José María Chamoso, 2020. "Creating Realistic Mathematics Tasks Involving Authenticity, Cognitive Domains, and Openness Characteristics: A Study with Pre-Service Teachers," Sustainability, MDPI, vol. 12(22), pages 1-17, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:22:p:9656-:d:447787
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    Citations

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    Cited by:

    1. Claudia Vásquez & Israel García-Alonso & María José Seckel & Ángel Alsina, 2021. "Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy," Sustainability, MDPI, vol. 13(6), pages 1-20, March.
    2. Rodrigo Domínguez-González & Laura Delgado-Martín, 2022. "Arousing Early Strategic Thinking about SDGs with Real Mathematics Problems," Mathematics, MDPI, vol. 10(9), pages 1-22, April.
    3. Chia Shih Su & Danilo Díaz-Levicoy & Claudia Vásquez & Chuan Chih Hsu, 2023. "Sustainable Development Education for Training and Service Teachers Teaching Mathematics: A Systematic Review," Sustainability, MDPI, vol. 15(10), pages 1-20, May.
    4. Beatriz Sánchez-Barbero & José María Chamoso & Santiago Vicente & Javier Rosales, 2020. "Analysis of Teacher-Student Interaction in the Joint Solving of Non-Routine Problems in Primary Education Classrooms," Sustainability, MDPI, vol. 12(24), pages 1-13, December.
    5. Enrique Carmona-Medeiro & José María Cardeñoso Domingo, 2021. "Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training," Sustainability, MDPI, vol. 13(15), pages 1-24, August.

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