Developing a Framework for Characterising Problem-Posing Activities: A Review

Autor/inn/en	Baumanns, Lukas; Rott, Benjamin
Titel	Developing a Framework for Characterising Problem-Posing Activities: A Review
Quelle	In: Research in Mathematics Education, 24 (2022) 1, S.28-50 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baumanns, Lukas) ORCID (Rott, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2021.1897036
Schlagwörter	Teaching Methods; Problem Solving; Mathematics Instruction; Guidelines; Psychology; Metacognition; Journal Articles; Periodicals; Mathematics Education; Learning Activities; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Mathematics lessons; Mathematikunterricht; Richtlinien; Psychologie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Journal article; Zeitschriftenaufsatz; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Mathematische Bildung; Lernaktivität
Abstract	This article aims to develop a framework for the characterisation of problem-posing activities. The framework links three theoretical constructs from research on problem posing, problem solving, and psychology: (1) problem posing as an activity of generating new or reformulating given problems, (2) emerging tasks on the spectrum between routine and non-routine problems, and (3) metacognitive behaviour in problem-posing processes. These dimensions are first conceptualised theoretically. Afterward, the application of these conceptualised dimensions is demonstrated qualitatively using empirical studies on problem posing. Finally, the framework is applied to characterise problem-posing activities within systematically gathered articles from high-ranked journals on mathematics education to identify focal points and under-represented activities in research on problem posing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01