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Context for mathematical problem posing
Citation
Quek, K. S. (2000). Context for mathematical problem posing. In J. Ee, B. Kaur, N. H. Lee, & B. H. Yeap (Eds.), New ‘literacies’: Educational response to a knowledge-based society,: Education (Vol. 1, pp. 612-620). Educational Research Association of Singapore.
Author
Quek, Khiok Seng
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.
Date Issued
2000
Description
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000