View in EDS HTML Full Text PDF Full Text

Meaning Generation in the Interplay between Problem Solving and Posing in a Constructionist Environment

Saved in:
Bibliographic Details
Title: Meaning Generation in the Interplay between Problem Solving and Posing in a Constructionist Environment
Language: English
Authors: Ioannis Papadopoulos (ORCID 0000-0001-6548-1499)
Source: Computers in the Schools. 2025 42(3):233-256.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Grade 10
High Schools
Secondary Education
Descriptors: Problem Solving, Concept Formation, Comprehension, Grade 10, High School Students, Constructivism (Learning), Mathematics Education, Mathematics Skills, Mathematics Achievement, Computer Software, Troubleshooting
DOI: 10.1080/07380569.2024.2412300
ISSN: 0738-0569
1528-7033
Abstract: In this paper the potentiality of meaning generation in a constructionist environment through an interplay between problem solving and problem posing is examined. The meaning-making process is examined by following how a Grade-10 student is engaged in an iterative cycle of reformulating and solving the initial problem within a Logo-based microworld. The findings show that the contribution of this iterative cycle is in favor of the generation of mathematical meaning. The shift from reformulating to solving and vice versa supported the student to initially use his mathematical knowledge for achieving certain goals, then to discriminate and use parts of his Logo program through generalizing and debugging efforts to achieve new purposes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489575
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:In this paper the potentiality of meaning generation in a constructionist environment through an interplay between problem solving and problem posing is examined. The meaning-making process is examined by following how a Grade-10 student is engaged in an iterative cycle of reformulating and solving the initial problem within a Logo-based microworld. The findings show that the contribution of this iterative cycle is in favor of the generation of mathematical meaning. The shift from reformulating to solving and vice versa supported the student to initially use his mathematical knowledge for achieving certain goals, then to discriminate and use parts of his Logo program through generalizing and debugging efforts to achieve new purposes.
ISSN:0738-0569
1528-7033
DOI:10.1080/07380569.2024.2412300