id: 06494759
dt: a
an: 2015f.00437
au: Klaassen, Kees; Doorman, Michiel
ti: Problem posing as providing students with content-specific motives.
so: Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From
research to effective practice. New York, NY: Springer (ISBN
978-1-4614-6257-6/hbk; 978-1-4614-6258-3/ebook). Research in
Mathematics Education, 215-240 (2014).
py: 2014
pu: New York, NY: Springer
la: EN
cc: D50 M50 I20 I40
ut: problem posing; learning process; content-specific motives; calculus;
radioactivity
ci:
li: doi:10.1007/978-1-4614-6258-3_10
ab: Summary: We interpret problem posing not as an end in itself, but as a
means to add quality to studentsâ€™ process of learning content. Our
basic tenet is that all along students know the purpose(s) of what they
are doing. This condition is not easily and not often satisfied in
education, as we illustrate with some attempts of other researchers to
incorporate mathematical problem-posing activities in instruction. The
emphasis of our approach lies on providing students with
content-specific motives and on soliciting seeds in their existing
ideas, in such a way that they are willing and able to extend their
knowledge and skills in the direction intended by the course designer.
This requires a detailed outlining of teaching-learning activities that
support and build on each other. We illustrate and support our
theoretical argument with results from two design-based studies
concerning the topics of radioactivity and calculus.
rv: