Appealing to creativity through solving and posing problems in mathematics class
Tipo de documento
Autores
Lista de autores
Miranda, Paulo y Mamede, Ema
Resumen
Background: creativity should be a key issue in mathematics learning. However, mathematics class rarely provides opportunities for students to experience it. Problem solving and posing can play a leading role in promoting creative thinking in mathematics. Objectives: this study aims to have an insight into 6th-graders understanding of problem solving and posing, analyse their solving strategies, their ability to pose problems, and their difficulties when doing so. Design: qualitative methods were used in a case study approach. An intervention of five sessions comprising five problem-solving and four problem-posing tasks was implemented in mathematics class. Setting and participants: participants were thirty 6th-graders (11– 12-year-olds) from a public supported school in Braga (Portugal). Data collection and analysis: data collection used photographs, audio recordings, students’ written productions, and researcher field notes. Results: students conceptualised strategies such as building schemas and tables, solving from the end to the beginning, making attempts, and reducing to a simpler problem. Students faced problem posing positively, creating problems adjusted to the requirements, with a wide variety of creative contexts. Students’ difficulties in problem solving rely on the interpretation of statements, recognition of previous similar problems, and mathematical communication; on problem posing, difficulties regarding the complexity of the formulated problems and a weak diversity of problems were identified. Conclusions: problem solving and posing tasks can promote mathematical creativity and knowledge, therefore should be used more often in mathematics class, allowing the construction of solid mathematical skills and enthusiasm.
Fecha
2022
Tipo de fecha
Estado publicación
Términos clave
Comprensión | Estrategias de solución | Gestión de aula | Otra (fuentes) | Pensamientos matemáticos | Planteamiento de problemas
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
24
Número
4
Rango páginas (artículo)
109-146
ISSN
21787727
Referencias
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