Posing Creative Problems: A Study of Elementary Students’ Mathematics Understanding
Posing Creative Problems: A Study of Elementary Students’ Mathematics Understanding
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提出创造性问题：小学生数学理解的研究
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
M. Capraro
中科院分区：
文献类型：
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作者：
Danielle Bevan;M. Capraro
在数学课堂上提出问题可以提高学生的学习体验，使他们能够在现实环境中产生问题。学生并不总是将积极的情感与数学联系在一起。提出问题的活动可以积极地影响学生的数学理解，同时允许自由表达。这项研究是在一项更大的多年研究(N=35)中进行的，它利用了小学生数据的一个子集(n=11)。主要的重点是了解问题提出干预如何提高学生的数学理解和提出可解决问题的能力。学生提出的问题根据它们的可解性进行编码，然后进一步分析它们的现实性、上下文和计算术语的灵活性，以及单词问题与学生书面公式的正确对齐。结果表明，小学生可以在各种不同的上下文中创造出可解决的应用题。
Posing problems in the mathematics classroom can enhance students’ learning experiences and allow them to produce problems in a realistic context. Students do not always associate positive feelings with mathematics. Problem-posing activities can positively impact students’ mathematical understanding while allowing for freedom of expression. Conducted within a larger multi-year study (N = 35), the present study utilized a subset of data (n = 11) on elementary students. The primary focus was to understand how a problem-posing intervention can increase students’ mathematical understanding and ability to pose solvable problems. Problems posed by students were coded based on their solvability and then were further analyzed for their realism, context, and flexibility in computational terminology as well as the correct alignment of the word problem with the student’s written equation. Results suggest elementary students can create solvable word problems within a variety of different contexts.