Abstract
Problem-posing activities in mathematics classrooms have been found to have rich outcomes in helping students to develop profound understandings of mathematics and in fostering their problem-solving abilities and creative dispositions. We describe in this chapter practical ways of introducing problem posing using computers, based on our previous studies on problem-posing activities for university students (prospective teachers) and high school students. Studies on problem-posing activities have been rare for students in the upper grades (i.e., high-school and university-level students), and classroom practices involving such activities are less known. We first identify aspects associated with problem posing in the upper grades using computers and introduce practical activities. We report surveys on some of our concrete problem-posing activities and demonstrate their validity. We also present the results concerning the effects of computer use for problem posing in our setting.
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Imaoka, M., Shimomura, T., Kanno, E. (2015). Problem Posing in the Upper Grades Using Computers. In: Singer, F., F. Ellerton, N., Cai, J. (eds) Mathematical Problem Posing. Research in Mathematics Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6258-3_12
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DOI: https://doi.org/10.1007/978-1-4614-6258-3_12
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