| Owner: |
Lara Jasien
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| Owner Email: |
larajasien@cpm.org
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| Paper Title: |
Mathematics Problem-Posing in Informal Contexts
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| Session Title: |
Executive Functions, Metacognition, and Problem Design in Mathematics Learning
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| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/6/2019
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| Presentation Location: |
Toronto, Canada
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| Descriptors: |
Mathematics Education, Out-of-School Learning, Situated Learning
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| Methodology: |
Qualitative
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| Author(s): |
Lara Jasien, Vanderbilt University; Melissa Sommefeld Gresalfi, Vanderbilt University
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| Unit: |
Division C - Learning and Instruction
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| 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.
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| DOI: |
https://doi.org/10.3102/1440327
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