id: 06322591
dt: j
an: 2014e.00385
au: Contreras, José N.
ti: Fostering mathematical creativity through problem posing and modeling using
dynamic geometry: Viviani’s problem in the classroom.
so: J. Math. Educ. Teach. Coll. 4, No. 2, 66-72 (2013).
py: 2013
pu: Teachers College (TC), Columbia University, New York, NY
la: EN
cc: D59 G49 U79 M19
ut: mathematical creativity; problem posing; student activities; Viviani’s
problem; mathematical model building; modelling; dynamic geometry;
geometry software; problem-posing framework; proof problem; converse
problem; special problem; general problem; extended problem; plane
geometry; teacher education; proving
ci:
li: http://journals.tc-library.org/index.php/matheducation/article/view/946/591
ab: Summary: This paper discusses a classroom experience in which a group of
prospective secondary mathematics teachers were asked to create,
cooperatively (in class) and individually, problems related to
Viviani’s problem using a problem-posing framework. When appropriate,
students used Sketchpad to explore the problem to better understand its
attributes (e.g., knowns, unknowns, and restrictions) and model its
solution. With support and guidance, each student was able to create at
least one very interesting and good mathematical problem.
rv: