Problem Stories: A New Twist on Problem Posing

1986 ◽  
Vol 34 (4) ◽  
pp. 6-9
Author(s):  
William S. Bush ◽  
Ann Fiala
Keyword(s):  
Problem Solving ◽  
Mathematics Teacher ◽  
Problem Posing ◽  
Mathematic Teacher

Problem solving has become the focus of the '80s. The Arithmetic Teacher and the Mathematics Teacher are full of article on problem solving; conference for mathematic teacher overflow with essions on problem solving; and more and more teachers of mathematics are jumping on the problem-solving bandwagon. If you are one of these teachers, this article should interest you.

Problem Posing in Geometry

1991 ◽  
Vol 84 (1) ◽  
pp. 10-14
Author(s):  
Larry Hoehn
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Mathematics Teacher ◽  
Secondary School Teachers ◽  
Problem Posing ◽  
School Teachers ◽  
Scant Attention ◽  
Geometry Test

Problem solving received dramatic emphasis throughout the 1980s. However, its necessary counterpart, problem posing, has received scant attention. Some notable exceptions are the works of Brown and Walter (1983), Klamkin (1986), and, of course, Polya (1973). In this article a typical geometry theorem is used and problems are posed involving its application. The methods presented here work well to create geometry test questions, geometry contest problems, and calendar problems for the Mathematics Teacher. Although these methods are intended primarily for secondary school teachers, creative geometry students could use them for making their own mathematical discoveries.

scholarly journals Creativity as a function of problem-solving expertise: posing new problems through investigations

ZDM ◽  
2021 ◽  
Author(s):  
Haim Elgrably ◽  
Roza Leikin
Keyword(s):  
Problem Solving ◽  
Dynamic Geometry ◽  
Problem Posing ◽  
Dynamic Geometry Environment ◽  
Mathematics Majors ◽  
Individual Interviews ◽  
University Mathematics ◽  
Domain Specific ◽  
Mathematics Test ◽  
Different Types

AbstractThis study was inspired by the following question: how is mathematical creativity connected to different kinds of expertise in mathematics? Basing our work on arguments about the domain-specific nature of expertise and creativity, we looked at how participants from two groups with two different types of expertise performed in problem-posing-through-investigations (PPI) in a dynamic geometry environment (DGE). The first type of expertise—MO—involved being a candidate or a member of the Israeli International Mathematical Olympiad team. The second type—MM—was comprised of mathematics majors who excelled in university mathematics. We conducted individual interviews with eight MO participants who were asked to perform PPI in geometry, without previous experience in performing a task of this kind. Eleven MMs tackled the same PPI task during a mathematics test at the end of a 52-h course that integrated PPI. To characterize connections between creativity and expertise, we analyzed participants’ performance on the PPI tasks according to proof skills (i.e., auxiliary constructions, the complexity of posed tasks, and correctness of their proofs) and creativity components (i.e., fluency, flexibility and originality of the discovered properties). Our findings demonstrate significant differences between PPI by MO participants and by MM participants as reflected in the more creative performance and more successful proving processes demonstrated by MO participants. We argue that problem posing and problem solving are inseparable when MO experts are engaged in PPI.

scholarly journals German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

2018 ◽  
Vol 12 (2) ◽  
pp. 77-97
Author(s):  
Ana Kuzle
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Research Report ◽  
Mathematics Teacher Educators ◽  
Set Up ◽  
Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

scholarly journals How to promote learning in problem-solving?

2019 ◽  
pp. 3-18
Author(s):  
Anu Laine
Keyword(s):  
Problem Solving ◽  
Mathematics Teacher ◽  
Working Group ◽  
Teaching And Learning ◽  
Affective Reactions ◽  
Plenary Talk ◽  
Cognitive Support ◽  
Learning Problem ◽  
Joint Conference ◽  
Attitudes Towards Mathematics

This article is based on my plenary talk at the joint conference of ProMath and the GDM working group on problem-solving in 2018. The aim of this article is to consider teaching and learning problem-solving from different perspectives taking into account the connection between 1) teacher’s actions and pupils’ solutions and 2) teacher’s actions and pupils’ affective reactions. Safe and supportive emotional atmosphere is base for students’ learning and attitudes towards mathematics. Teacher has a central role both in constructing emotional atmosphere and in offering cognitive support that pupils need in order to reach higher-level solutions. Teachers need to use activating guidance, i.e., ask good questions based on pupils’ solutions. Balancing between too much and too little guidance is not easy.

Penggunaan Model Problem Solving Dalam Menyelesaikan Soal Cerita Matematika Di SDN 211/Ix Mendalo Darat

2020 ◽  
Vol 10 (2) ◽  
pp. 246
Author(s):  
Juhairiah Juhairiah
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Research Design ◽  
Mathematics Teacher ◽  
Model Problem ◽  
Problem Solving Model ◽  
Descriptive Approach ◽  
Good Problem

This study presents the problem that is solving math story question is a difficulty for students so the teacher uses a problem solving model and students will find it easier to understand the meaning of the story question and be able to solve them. The research design is qualitative and descriptive approach. The subjects in this study were the principal, student guardians of grade 4 (mathematics teacher), and students. Data collection techniques were in the form of interviews, observation, and documentation. The results of this study indicate that by planning, implementing, evaluating the use of a good problem solving model will be able to solve problems, with the obstacles and efforts will be get a good result.   

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