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2015 | 37 |
Tytuł artykułu

Problem Posing as a Learnable Activity

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Warianty tytułu
Języki publikacji
PL
Abstrakty
EN
Compared with problem solving, students’ ability to pose problems in general, and its connection to mathematical creativity in particular, has received less attention. The current study aims at investigating how instructing students in posing problems influences mathematical creativity, as expressed in (1) their ability to pose problems, and (2) their ability to solve problems. To investigate these issues, pre- and post-tests on solving and posing problems were given to two groups of mathematically advanced students. The findings supported our initial assumption that systematic teaching of posing problems can lead to some improvements in students’ ability to modify a given problem, and indirectly improve their ability to produce more creative solutions of the given problem. Differences between the two groups may relate to the students’ mathematical background.
Słowa kluczowe
PL
 
EN
 
Rocznik
Tom
37
Opis fizyczny
Daty
wydano
2015
online
2015-12-31
Twórcy
Bibliografia
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.ojs-doi-10_14708_dm_v37i0_844
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