@inbook {MATHEDUC.06251632,
author = {Downton, Ann},
title = {Problem posing: a possible pathway to mathematical modelling.},
year = {2013},
booktitle = {Teaching mathematical modelling. Connecting to research and practice},
isbn = {978-94-007-6539-9},
pages = {527-536},
publisher = {Dordrecht: Springer},
doi = {10.1007/978-94-007-6540-5_45},
abstract = {Summary: Problem posing is an important component of learning mathematics as is problem solving, and it is an essential part of mathematical modelling. This chapter reports two small studies conducted in a year 1--2 class and a year 3--4 class, respectively. The purpose of each study was to examine the extent to which the use of real world artefacts provide a stimulus for young students to pose problems that can be investigated using mathematical modelling. The students in both studies had no prior experience in problem posing. However, they generated a range of problems linked to the real world albeit some in a superficial sense, whereas others gave genuine rise to mathematical modelling.},
msc2010 = {M12xx (D52xx U62xx D42xx)},
identifier = {2014b.00833},
}