Using Problem Posing to Bring Real-Life into the Mathematics Classroom: Can It Be Too Real?

Autor/inn/en	Fosse, Trude; Meaney, Tamsin
Titel	Using Problem Posing to Bring Real-Life into the Mathematics Classroom: Can It Be Too Real?
Quelle	In: For the Learning of Mathematics, 40 (2020) 3, S.40-45 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Foreign Countries; Problem Solving; Teaching Methods; Mathematics Instruction; Power Structure; Hidden Curriculum; Relevance (Education); Context Effect; Arithmetic; Computation; Stress Variables; Emotional Response; Social Influences; Grade 2; Elementary School Students; Elementary School Mathematics; Norway + Suchen Sie Ihr Suchwort? Ausland; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Heimlicher Lehrplan; Relevance; Relevanz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Emotionales Verhalten; Sozialer Einfluss; School year 02; 2. Schuljahr; Schuljahr 02; Elementare Mathematik; Schulmathematik; Norwegen
Abstract	In Norway, children are encouraged to pose a problem that they can solve using an arithmetical calculation. This is known as 'regnefortelling'. During a larger project, we became interested in a small group of "regnefortelling" which used unusual contexts, contexts that made us uneasy and invoked a feeling of uncertainty about how we would respond to the students. To better understand how these feeling of uncomfortableness and uncertainty could be linked to students' possibilities to learn, we consider how our reactions are linked to issues of power and our (unconscious) acceptance of a hidden curriculum about what school mathematics problems should or should not be. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01