Problems are frequently used in mathematics to introduce and convey new notions and skills. Hence, teachers transform and adjust those problems to their students' level. The present study focuses on this transformation process on the particular case of a geometric problem posed by two teacher educators in one French Institute for Teacher Training. The whole process is described as a trajectory of the problem through various institutions from training center to secondary school and back. Before presenting the notion of trajectory of the problem, some elements about a general theoretical frame which refers to didactics of mathematics are presented.
Kuzniak, Alain; Parzysz, Bernard; and Vivier, Laurent
"Trajectory of a problem: a study in Teacher Training,"
The Mathematics Enthusiast: Vol. 10
, Article 18.
Available at: https://scholarworks.umt.edu/tme/vol10/iss1/18