Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18959
Title: 
Context for mathematical problem posing
Authors: 
Issue Date: 
Sep-2000
Citation: 
Quek, K. S. (2000). Context for mathematical problem posing. In J. Ee., Kaur Berinderjeet, N. H. Lee. & B. H. Yeap (Eds.), New ‘Literacies’: Educational Response to a Knowledge-based Society, Vol 1: Education (pp. 612-620). Singapore: Educational Research Association of Singapore.
Abstract: 
Mathematical problem posing is a relatively new research topic in mathematics education and activity in the mathematics classroom. The research focus has been on the nature of the mathematical and cognitive elements associated with the problems posed and how they may be analysed. There is less attention on how students construe this activity of posing mathematics problems, what contextual (e.g., situational, psychological, social or cultural) elements are at play in this activity, or what beliefs about mathematics, dispositions toward mathematics, or meanings of “doing” mathematics do pupils or teachers bring to or acquire from this activity. This paper explores the contexts for mathematical problems posing in practice. Illustrative instances are drawn from research literature, personal communications with researchers in this area, and the efforts of a group of pre-service teachers at posing mathematical problems under different conditions or constraints.
Description: 
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000
URI: 
Appears in Collections:Conference Papers

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