This research focused on understanding the variables inherent in the design and implementation of a mathematical problem-posing task. We developed a single case study of a problem-posing lesson by an Early Childhood Education teacher in a classroom with 4- to 5-year-old children who were unfamiliar with such activities. The results of this study show the potential of considering five variables serving as critical points that pose dilemmas linked to the design and implementation of problem-posing tasks. We found that the task changed from its original design during implementation, implying that the choices the teacher made about the variables were not static and were strongly linked to the purpose of the problem-posing task as well as to the contextual characteristics of the early childhood classroom. This study provides a potentially useful framework for analyzing the design and implementation of problem-posing tasks as a dynamic process.

这项研究的重点是了解数学问题提出任务的设计和实施中固有的变量。我们对一名幼儿教育教师在课堂上对不熟悉此类活动的 4 至 5 岁儿童进行的问题教学进行了一项案例研究。这项研究的结果显示了考虑五个变量作为关键点的潜力，这些变量构成了与问题提出任务的设计和实施相关的困境。我们发现该任务在实施过程中与最初的设计发生了变化，这意味着教师对变量所做的选择不是静态的，而是与提出问题的任务的目的以及幼儿的背景特征密切相关。课堂。这项研究提供了一个潜在有用的框架，用于分析提出问题的任务的设计和实施作为一个动态过程。