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Young students posing problem‑solving tasks: what does posinga similar task imply to students?
Linnéuniversitetet.
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).ORCID iD: 0000-0001-6525-9871
2020 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704Article in journal (Refereed) Published
Abstract [en]

This paper focuses on problem solving and problem posing in mathematics education with 6-year-olds. After working ona problem-solving activity, the young students were asked to pose a similar task to a friend. This article explores how thestudents interpret the notion of similar. To be able to pose a problem-solving task themselves the students had to changeperspective, from searching for information to providing information, and from searching for a solution to searching for aquestion. Also, to create a similar task the students had to reflect on the original problem-solving task. Thus, their posedtasks shed light on their interpretation of what the original problem-solving task was really about. The results show that thelarge majority of the students included some three-dimensional aspects from the original problem-solving task in their posedtasks. However, the questions they posed varied in terms of whether or not they included mathematical elements.

Place, publisher, year, edition, pages
Springer Berlin/Heidelberg, 2020.
Keywords [en]
Problem solving, Problem posing, Problem-solving task, Early childhood, Preschool class, Threedimensional geometry
National Category
Other Mathematics Didactics Learning
Research subject
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-76339DOI: 10.1007/s11858-020-01129-xOAI: oai:DiVA.org:kau-76339DiVA, id: diva2:1387290
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Problemlösning i förskoleklassAvailable from: 2020-01-21 Created: 2020-01-21 Last updated: 2020-01-21

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van Bommel, Jorryt

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