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Student Problem-Posing during Open Mathematical Inquiry

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Title: Student Problem-Posing during Open Mathematical Inquiry
Language: English
Authors: Kristin Zorn, Kym Fry, Kevin Larkin, Peter Grootenboer, Mathematics Education Research Group of Australasia (MERGA)
Source: Mathematics Education Research Group of Australasia. 2024.
Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Peer Reviewed: N
Page Count: 8
Publication Date: 2024
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Problem Solving, Mathematics Instruction, Video Technology, Teaching Methods, Grade 5, Elementary School Students, Student Attitudes, Mathematics Skills, Self Concept, Authentic Learning, Task Analysis, Inquiry, Active Learning, Foreign Countries
Geographic Terms: Australia
Abstract: Problems presented in mathematics classrooms often focus on routine tasks with students practicing mathematical techniques demonstrated by the teacher. However, this does not reflect the problem-solving process in the real world, and students often find it difficult to connect school mathematics with authentic contexts. This paper discusses findings from a study of Year 5 student perceptions of problem-posing during a two-week open mathematical inquiry. While the semi-structured interviews indicated the students perceived themselves to be skilled at problem-posing, triangulation of the video observations and work samples told a different story.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED661063
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED661063
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  Data: Student Problem-Posing during Open Mathematical Inquiry
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  Data: <searchLink fieldCode="AR" term="%22Kristin+Zorn%22">Kristin Zorn</searchLink><br /><searchLink fieldCode="AR" term="%22Kym+Fry%22">Kym Fry</searchLink><br /><searchLink fieldCode="AR" term="%22Kevin+Larkin%22">Kevin Larkin</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+Grootenboer%22">Peter Grootenboer</searchLink><br /><searchLink fieldCode="AR" term="%22Mathematics+Education+Research+Group+of+Australasia+%28MERGA%29%22">Mathematics Education Research Group of Australasia (MERGA)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Education+Research+Group+of+Australasia%22"><i>Mathematics Education Research Group of Australasia</i></searchLink>. 2024.
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  Data: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
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  Data: 8
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  Data: 2024
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  Data: Speeches/Meeting Papers<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Problems presented in mathematics classrooms often focus on routine tasks with students practicing mathematical techniques demonstrated by the teacher. However, this does not reflect the problem-solving process in the real world, and students often find it difficult to connect school mathematics with authentic contexts. This paper discusses findings from a study of Year 5 student perceptions of problem-posing during a two-week open mathematical inquiry. While the semi-structured interviews indicated the students perceived themselves to be skilled at problem-posing, triangulation of the video observations and work samples told a different story.
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  Data: 2024
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  Data: ED661063
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED661063
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Video Technology
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Grade 5
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Self Concept
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      – SubjectFull: Authentic Learning
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      – SubjectFull: Task Analysis
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      – SubjectFull: Inquiry
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      – SubjectFull: Active Learning
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Australia
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      – TitleFull: Student Problem-Posing during Open Mathematical Inquiry
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              Y: 2024
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