Student Problem-Posing during Open Mathematical Inquiry
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| Title: | Student Problem-Posing during Open Mathematical Inquiry |
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| 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 |
| 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. |
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