Saeed Seyedinasab; Nasim Asghary; Zahra Ghasempor
Abstract
Purpose: this study done to investigate the Using the General Educational Design Model (ADDIE) in ability development of prospective teachers’ mathematics problem posing.
Methodology: For this purpose, a course designed based on the general educational design model and 15 female prospective teachers ...
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Purpose: this study done to investigate the Using the General Educational Design Model (ADDIE) in ability development of prospective teachers’ mathematics problem posing.
Methodology: For this purpose, a course designed based on the general educational design model and 15 female prospective teachers of primary education in the campus of Farhangian University of Alborz Province participated .In this course, the mathematics problem posing was taught based on Stoyanova and Ellerton. This study was a quasi-experimental study and pre-test and post-test data were obtained through the tests designed by the researcher. From 15 participants, the percentage of the problem posing components number, 14 students-at least in the two components-increased. In addition, the average scores group were compared in the pre-test and post-test. To compare this mean the Dependent t-test was used.
Findings: The results showed that, there is a significant difference in the average scores of the group in pre-test and post-test; As the average scores of unposed and problems posed with insufficient data in the post-test decreased and this average increased in correctly posed problems.
Conclusion: Therefore, the results of this study showed that Using ADDIE in teaching prospective teachers’ mathematics problem posing has caused favorable changes in their ability development’ mathematics problem posing.
