Mathematics Problem-Posing in Informal Contexts

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-5 - Executive Functions, Metacognition, and Problem Design in Mathematics Learning

Abstract

Mathematics instruction in the U.S. largely involves engaging learners in solving predetermined problems, but rarely involves opportunities for problem-posing. In contrast, mathematics in everyday life is rich with examples of problem-posing. We seek to bridge gaps in these research strands by examining problem-posing in a mathematical playground; a context less constrained than the classroom but more constrained than everyday life. Taking a situative perspective, we conceptualize mathematical problems as generated in interaction rather than encountered in textbooks. Using open-coding and interaction analysis, we examined late elementary and early middle school aged learners’ activity within “episodes of making” at a mathematical playground. By examining how tool affordances mediate problem-posing, we begin to develop grounded theory on informal mathematical problem-posing.

Authors

• Lara Jasien, Vanderbilt University

• Melissa Sommefeld Gresalfi, Vanderbilt University