Real Contexts In Problem-Posing: An Exploratory Study Of Students’ Creativity

Abstract

The aim of this paper is to start investigating how different real contexts could influence students’ creativity in semi-structured problem-posing activities. In order to pursue this goal, an exploratory study was implemented in a lower secondary school class in which two kinds of real contexts had been considered: a real-mathematical context and a real-life context. Results from the study indicate that there was not a significant difference in students’ creativity between the use of a real-mathematical and a real-life context as starting situations for semi-structured problem-posing activities. However, a fundamental factor that influenced students’ problem-posing performances was the meaningfulness given by students to the context. When the context was not experientially meaningful for a student, she/he tried to associate a new meaning to the context, using some elements from it to re-create a new realistic context in which setting her/his problems. In conclusion, to best support students in posing their problems, the significance of the context appears to be an important factor, in order to increase the opportunities in making connections between mathematics in and outside the classroom, and in helping students in giving sense to their mathematical activity.

Problem Posing and Problem Solving in Primary School: Opportunities for the Development of Different Literacies

“…In problem posing from semi-structured situations, it is essential to define the characteristics of the information given to students to assist in the process of constructing their own problems. The relationship between problem posing and students' real or close contexts supports them in attributing meaning to the problematic situations [6,19].…”

“…On the other hand, problem solving involves a set of actions, and consists of an activity of extreme complexity, since it integrates the way that the problem is presented, the mathematical experience and interest, and the motivation to solve it [5]. In addition, it is important to emphasize that the relationship between the formulation of problems and the real or close contexts of the students supports them in attributing meaning to problems [6,7].…”

Exploring the Teacher's Creative Process Based on Amabile's Creativity Componential Theory: A Case Study During COVID-19 in Indonesia

“…Several researchers have considered how teachers can make students more creative (Passarella & Passarella, 2022;Starko, 2013;Kaufman & Baghetto, 2013). These researchers have found that helping students be creative requires teachers to have knowledge of what creativity is and what it looks like.…”

“…These researchers have found that helping students be creative requires teachers to have knowledge of what creativity is and what it looks like. To support students' creativity in problem posing, context of significance becomes an important factor in increasing the chances of finding a relationship between mathematics inside and outside the classroom (Passarella & Passarella, 2022). Teachers must provide examples and opportunities for students to be creative.…”

Construction and Validation of Self-Assessment Instrument for Students’ Mathematics Classroom Learning Behaviour

“…Student behaviour inside the classroom is one of the major determinants for their learning outcomes (Ning & Downing, 2010). Student classroom behaviour or classroom practice can play a crucial role in bridging the actual problem from school practice to their everyday life (Passarella, 2022) connected to learning and increase their academic performance (Tan et al, 2019). Student classroom learning behaviour are the manifestation of their social condition, cultural background, and prevailing classroom condition (Bicard et al, 2012;Ning & Downing, 2010).…”