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Young students posing problem-solving tasks: what does posing a similar task imply to students?
Linnaeus University, Faculty of Technology, Department of Mathematics. (PiF)ORCID iD: 0000-0003-2217-6624
Karlstad University, Sweden.
2020 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704Article in journal (Refereed) Epub ahead of print
Abstract [en]

This paper focuses on problem solving and problem posing in mathematics education with 6-year-olds. After working on a problem-solving activity, the young students were asked to pose a similar task to a friend. This article explores how the students interpret the notion of similar. To be able to pose a problem-solving task themselves the students had to change perspective, from searching for information to providing information, and from searching for a solution to searching for a question. Also, to create a similar task the students had to reflect on the original problem-solving task. Thus, their posed tasks shed light on their interpretation of what the original problem-solving task was really about. The results show that the large majority of the students included some three-dimensional aspects from the original problem-solving task in their posed tasks. However, the questions they posed varied in terms of whether or not they included mathematical elements.

Place, publisher, year, edition, pages
2020.
Keywords [en]
preschool class, problem posing, problem solving
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-91141DOI: 10.1007/s11858-020-01129-xOAI: oai:DiVA.org:lnu-91141DiVA, id: diva2:1387708
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PiFAvailable from: 2020-01-22 Created: 2020-01-22 Last updated: 2020-01-29

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