Problematizing the notion of problem posing expertise
Résumé
Problem posing, which we view as a form of task design performed by the learner, is an important mathematical activity. Several studies have investigated differences between expert and novice problem posers, but no clear definition of problem posing expertise has generally been agreed upon. In a study involving 66 masters and 60 sixth-grade students we identified expert problem posers based on their performance on problem posing tasks (with or without numbers/context) rather than as in prior research presupposing who expert problem posers were based on their mathematical experience or backgrounds. The results showed that masters students had a significantly lower proportion of the Top-level (expert) problem posers and a significantly higher proportion of the Bottom-level (novice) problem posers than sixth graders, demonstrating that presupposing problem posing expertise based on mathematical experience or backgrounds would have been misleading.
Domaines
Mathématiques [math]Origine | Fichiers produits par l'(les) auteur(s) |
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