Artifacts as Sources for Problem-Posing Activities

Autor/in	Bonotto, Cinzia
Titel	Artifacts as Sources for Problem-Posing Activities
Quelle	In: Educational Studies in Mathematics, 83 (2013) 1, S.37-55 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-012-9441-7
Schlagwörter	Class Activities; Teaching Methods; Creative Thinking; Word Problems (Mathematics); Inquiry; Mathematics Education; Mathematics Instruction; Problem Solving + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kreatives Denken; Textaufgabe; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Problemlösen
Abstract	The problem-posing process represents one of the forms of authentic mathematical inquiry which, if suitably implemented in classroom activities, could move well beyond the limitations of word problems, at least as they are typically utilized. The two exploratory studies presented sought to investigate the impact of "problem-posing" activities when they are implemented in meaningful situations involving the use of cultural artifacts, with its associated mathematics, and particular teaching methods. These situations fall under those defined by Stoyanova and Ellerton (1996) as semi-structured situations. Furthermore, these studies investigated the potential that problem-posing activities have for identifying and stimulating critical and creative thinking in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10