بررسی توانایی طراحی تکلیف مدرسان ریاضی در خصوص دو عمل جمع و تفریق (مبنا: موقعیت‌های طرح مسئله)

Abu-Elwan, R. (1999). The development of mathematical problem posing skills for prospective middle school teachers. proceedings of the International conference on Mathematical Education into the 21st Century: Social challenges, Issues and approaches, 2: 1-8.

Afshinmanesh, M. (2012). Studying the effect of teaching based on drawing shape on Algebraic modeling of verbal problems in middle school students (Unpublished master’s thesis). Shahid Rajaee Teacher Training University, Tehran, Iran [in Persian].

Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20-24.

Brown, S. I., & Walter, M. I. (2005). The art of problem posing. Psychology Press.

Burkhardt, H., & Swan, M. (2013). Task design for systemic improvement: Principles and frameworks. In C. Margolinas (Ed.), Task Design in Mathematics Education. Proceedings of ICMI Study 22 (pp. 432-439). Oxford, UK.

Campbell, J. I. (2008). Subtraction by addition. Memory & Cognition, 36(6), 1094–1102.

Chen, L., Van Dooren, W., Chen, Q., & Verschaffel, L. (2011). An investigation on Chinese teachers’ realistic problem posing and problem solving ability and beliefs. International Journal of Science and Mathematics Education, 9(4), 919-948.

Clarke, B. A., & Clarke, D. M. (2004). Mathematics teaching in Grades K-2: Painting a picture of challenging, supportive, and effective classrooms. In Perspectives on the Teaching of Mathematics. Sixty-Sixth Yearbook (pp. 67-81). National Council of Teachers of Mathematics.

Doyle, W. (1983). Academic work. Review of educational research, 53(2), 159-199.

Doyle, W. (1988). Work in mathematics classes: The context of students' thinking during instruction. Educational psychologist, 23(2), 167-180.

Education Queensland. (2001). New basics: The why, what, how and when of rich tasks. Brisbane: Author.

Erdoĝan, E. Ö. (2010). A comparison of curricula related to the teaching of addition and subtraction concepts. Procedia social and behavioral sciences, 2(2011), 5247-525. doi:10.1016/j.sbspro.2010.03.854.

Eskandari, M., & Reyhani, E. (2014). Investigating the process of problem posing. Journal of Theory & Practice in Curriculum, 2(3), 117-140 [in Persian].

Fallah Nasimi, M., Reyhani. E., & Eslampour, M. J. (2018). Studying Problem Posing Ability of Elementary Mathematics Teachers. Proceedings of the 1th national conference on Subject-Educational Knowledge (Content Teaching Knowledge) of Mathematical Education in Elementary. Semnan, Iran [in Persian].

Fathbeg, M. (2015). Studying Problem Posing Ability of Mathematics Teachers (Unpublished master’s thesis). Shahid Rajaee Teacher Training University, Tehran, Iran [in Persian].

Ferri, R. B. (2018). Task Competency: For Your Instructional Flexibility. In Learning How to Teach Mathematical Modeling in School and Teacher Education (pp. 41-75). Springer, Cham.

Haghverdi, M. (2014). The Characteristics of Mathematical Word Problems at the Middle School and Suggested Strategies to Faciliate Their Solution Process. Journal of Theory & Practice in Curriculum, 2(3), 25-46 [in Persian].

Hiebert, J. (2003). Teaching mathematics in seven countries: Results from the TIMSS 1999 video study. Washington, DC: DIANE Publishing.

Izadi, M., & Mohammad Esmaeeli, F. (2018). Studying the Third Grade Elementary Students’ Problem Posing Ability About Addition and Subtraction Operations and Its Relation With Content of Third Grade Mathematics Textbook. Proceedings of the 1th national conference on Subject-Educational Knowledge (Content Teaching Knowledge) of Mathematical Education in Elementary. Semnan, Iran [in Persian].

Izadi, M., Reyhani, E., & Ahmadi, G. A. (2015). Teaching addition and subtraction: A comparative study on the math curriculum goals and the content of the first-grade math textbook in Iran, Japan, and the USA. Research in Curriculum Planning, 12(19), 55- 74 [in Persian].

Jones, K., & Pepin, B. (2016). Research on mathematics teachers as partners in task design. Journal of Mathematics Teacher Education, 19(2-3), 105-121.

Kar, T., Özdemir, E., İpek, A. S., & Albayrak, M. (2010). The relation between the problem posing and problem solving skills of prospective elementary mathematics teachers. Procedia-Social and Behavioral Sciences, 2(2), 1577-1583.

Kaur, B. (2010). A study of mathematical tasks from three classrooms in Singapore. In Mathematical tasks in classrooms around the world (pp. 15-33). Brill Sense.

Kieran, C., Doorman, M., & Ohtani, M. (2015). Frameworks and principles for task design. In Task design in mathematics education (pp. 19-81). Springer, Cham.

Koh, K. H., & Lee, A. N. (2004). Technical report: Manual for scoring teacher assignments or assessment tasks.

Koh, K., & Luke, A. (2009). Authentic and conventional assessment in Singapore schools: An empirical study of teacher assignments and student work. Assessment in Education: Principles, Policy & Practice, 16(3), 291-318.

Leung, S. S. (1993). Mathematical problem posing: The influence of task formats, mathematics knowledge, and creative thinking. Proceedings of the 17th international conference of the international Group for the psychology of Mathematics Education, 2, pp. 33-40.

Ma, L. (2010). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. New York: Routledge Taylor & Francis Group.

Malaspina, U., Torres, C., & Rubio, N. (2019). How to Stimulate In-Service Teachers’ Didactic Analysis Competence by Means of Problem Posing. In Mathematical Problem Solving (pp. 133-151). Springer, Cham.

Mason, J., & Johnston-Wilder, S. (2006). Designing and using mathematical tasks. Tarquin Pubns.

Mohammad Esmaeeli, F., & Izadi, M. (2018). Studying the third grade elementary students’ Symbolic problem posing ability about addition and subtraction operations and its relation with content of third grade mathematics textbook. Proceedings of the 17th Iranian Mathematics Education Conference. Babolsar, Iran [in Persian].

Mok, I. A. C., & Kaur, B. (2006). 'Learning Task' Lesson Events. In Making connections (pp. 147-163). Brill Sense.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics (Vol. 1). USA: Author.

Olson, J. C., & Knott, L. (2013). When a problem is more than a teacher’s question. Educational Studies in Mathematics, 83, 27–36.

Riley. M. S., Greeno, J. G., & Heller, J. 1. (1983). Development of children's problemsolving ability in arithmetic. In H. P. Ginsburg (Ed.), The development of mathematical thinking (pp.153-196). New York: Academic Press.

Rizvi, N. F. (2004). Prospective teachers’ ability to pose word problems. International Journal for Mathematics Teaching and Learning.

Selter, C., Prediger, S., Nührenbörger, M., & Hußmann, S. (2012). Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition. Educational studies in Mathematics, 79(3), 389- 408.

Shao, Z. (2018). Task Design in Mathematics Classrooms. In Y. Cao & F. Leung (Eds.), The 21st Century Mathematics Education in China (pp. 223-237). Berlin, Germany: Springer.

Shimizu, Y., Kaur, B., Huang, R., & Clarke, D. (2010). The role of mathematical tasks in different cultures. In Mathematical tasks in classrooms around the world (pp. 1-14). Brill Sense.

Silver, E. A. (1994). On mathematical problem posing. For the learning of mathematics, 14(1), 19-28.

Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American educational research journal, 33(2), 455-488.

Stein, M. K., & Smith, M. S. (1998). Mathematical tasks as a framework for reflection: From research to practice. Mathematics teaching in the middle school, 3(4), 268-275.

Stoyanova, E., & Ellerton, N. F. (1996). A framework for research into students’ problem posing in school mathematics. Technology in mathematics education, 518-525.

Sullivan, P., Clarke, D., & Clarke, B. (2013). Teaching with tasks for effective mathematics learning (Vol. 9). Springer Science & Business Media.

Sun, X. H., Xin, Y. P., & Huang, R. (2019). A complementary survey on the current state of teaching and learning of Whole Number Arithmetic and connections to later mathematical content. ZDM, 51(1), 1-12.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2016). Elementary and Middle School Mathematics: Teaching Developmentally, Global Edition (9th Revised edition). USA: Pearson.

Van Harpen, X. Y., & Sriraman, B. (2013). Creativity and mathematical problem posing: an analysis of high school students' mathematical problem posing in China and the USA. Educational Studies in Mathematics, 82(2), 201-221.

Watson, A., & Sullivan, P. (2008). Teachers learning about tasks and lessons. In The Handbook of Mathematics Teacher Education: Volume 2 (pp. 107-134). Brill Sense.

Williams, G. (2000). Collaborative problem solving in mathematics: the nature and function of task complexity (Master’s thesis). Department of Science and Mathematics Education, The University of Melbourne, Australia.

Williams, G., & Clarke, D. J. (1997). The complexity of mathematics tasks. In N. Scott & H. Hollingsworth (Eds.), Mathematics: creating the future (pp. 451-457). Brunswick, Victoria: Australian Association of Mathematics Teachers.