Young Students Posing Problem-Solving Tasks: What Does Posing a "Similar" Task Imply to Students?

Autor/inn/en	Palmér, Hanna; van Bommel, Jorryt
Titel	Young Students Posing Problem-Solving Tasks: What Does Posing a "Similar" Task Imply to Students?
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 4, S.743-752 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palmér, Hanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-020-01129-x
Schlagwörter	Preschool Children; Preschool Education; Mathematics Education; Mathematics Skills; Problem Solving; Perspective Taking; Geometry; Transformations (Mathematics) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathematische Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Zukunftsperspektive; Geometrie; Transformationstheorie
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01