
06494759
a
2015f.00437
Klaassen, Kees
Doorman, Michiel
Problem posing as providing students with contentspecific motives.
Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From research to effective practice. New York, NY: Springer (ISBN 9781461462576/hbk; 9781461462583/ebook). Research in Mathematics Education, 215240 (2014).
2014
New York, NY: Springer
EN
D50
M50
I20
I40
problem posing
learning process
contentspecific motives
calculus
radioactivity
doi:10.1007/9781461462583_10
Summary: We interpret problem posing not as an end in itself, but as a means to add quality to students' 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 problemposing activities in instruction. The emphasis of our approach lies on providing students with contentspecific 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 teachinglearning activities that support and build on each other. We illustrate and support our theoretical argument with results from two designbased studies concerning the topics of radioactivity and calculus.