This paper focuses on first- and sixth-graders’ performance on posing problems. It addresses three questions: 1) How do these students understand problem-posing tasks? 2) What sort of intentions do these students have? 3) What difficulties do students have when posing problems? Qualitative methods with a case study approach were used to describe students’ reactions when challenged to formulate a problem using a picture. Results revealed that students were able to pose interesting problems, suggesting some knowledge systematisation, and opportunities to building new learnings had emerged, in spite of having some difficulties in terms of the complexity and variety of their formulations.
Keywords: mathematics education, creativity in mathematics, problem posing.
The article is partly based upon pictures. So we do not publish the full text here. Please read the pdf!
Using a picture to challenge creativity in mathematics class with 1st and 6th graders
Paulo Miranda (Smart AE CIEC) & Ema Mamede (University of Minho)
(Credits: Dreamstime image bank)