Keywords
Problem posing
Mathematical teaching
How to Cite
Abstract
Problem posing has been considered a cognitively demanding activity, with potential for the development and evaluation of critical and creative thinking. In the classroom it is considered one of the authentic forms of mathematical investigation in which students have the possibility to associate their experiences, interests and knowledge in the creation of problems. Contributing to this research strand, this paper aims to discuss the potential of problem posing for the development of creative thinking in mathematics classes. In particular, this qualitative study aims to analyze a problem posing activity carried out with a class of first grade elementary school children. The results indicate that problem posing has significant potential for the development of creativity, allowing children to assign meaning and critically analyze data, relating their experiences, knowledge, and interests.
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