Problem-posing training and its impact on the quality of the posed problems
Résumé
In this study, a year-long intervention on problem posing involving primary school students aiming to investigate its impact on both the students’ problem-posing abilities and the quality of the posed problems is presented. The intervention helped the participating students to be acquainted with a variety of problem-posing strategies. After the intervention, the students’ choices gradually shifted from less to more powerful strategies based on the students’ ability to see and use the underlying structure of the problems. This ability to use structure by initially identifying, and then negating or adding attributes, in conjunction with the openness of the produced problems in terms of affording multiple solutions or multiple problem-solving paths, add to the quality of the posed problems.
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