Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • apa.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Young Students Exploring Measurement Through Problem Solving and Problem Posing
Linnéuniversitetet, Sverige.ORCID iD: 0000-0003-2217-6624
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. Inland Norway University of Applied Sciences, Norway. (ROSE)ORCID iD: 0000-0001-6525-9871
2023 (English)In: The Mathematics Educator, ISSN 0218-9100, Vol. 31, no 1Article in journal (Refereed) Published
Abstract [en]

The empirical data in this study are from a series of two lessons on measurement implemented in seven classes with 119 six-year-old students in Sweden. Both problem solving and problem posing were shown to be important in early mathematics when students in this study worked on one problem-solving task and one problem-posing task on measurement. As there are few studies specifically on problem posing in early mathematics and on young children’s understanding of measurement, this study adds knowledge of value for both teachers and researchers. In the study, paper-and-pen work from the students was analysed together with interviews conducted after the students had worked on the two tasks. When solving the task on measurement, the students discerned shape, size, distance, and number as mathematical aspects of measurement. When asked to pose a similar task, only size and number reoccurred as mathematical aspects of measurement. However, other features from the problem-solving task reoccurred in the posed tasks: similar drawings were used in combination with questions on measurement as the mathematical content.

Place, publisher, year, edition, pages
The University of Georgia , 2023. Vol. 31, no 1
Keywords [en]
problem posing, problem solving, early mathematics, measurement
National Category
Didactics
Research subject
Mathematics didactics
Identifiers
URN: urn:nbn:se:kau:diva-89869OAI: oai:DiVA.org:kau-89869DiVA, id: diva2:1659506
Available from: 2022-05-20 Created: 2022-05-20 Last updated: 2023-07-14Bibliographically approved

Open Access in DiVA

fulltext(467 kB)60 downloads
File information
File name FULLTEXT01.pdfFile size 467 kBChecksum SHA-512
bcaf06d6886f4575090c00c35ed256392875515ca2219c0c42e11424bdc9f72d938b51a4d94b9883a0154e888ab42f11c431a8f4c2e7a0f085e1bf24025a1d6b
Type fulltextMimetype application/pdf

Other links

Fulltext

Authority records

van Bommel, Jorryt

Search in DiVA

By author/editor
Palmér, Hannavan Bommel, Jorryt
By organisation
Department of Mathematics and Computer Science (from 2013)Science, Mathematics and Engineering Education Research
In the same journal
The Mathematics Educator
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 60 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 158 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • apa.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf