Problem Formulation: a comparison between different education levels
DOI:
https://doi.org/10.5007/1981-1322.2024.e98508Keywords:
Problem Design, Problem Solving, Teaching of FunctionsAbstract
Problem Formulation (PF) in a school context takes place when the students use their creativity to reformulate or to design their own problems related to the mathematical contents studied in the classroom. Using it gives them the opportunity to explore their own interests, making the development process meaningful and beneficial. This work presents a comparison between the problems formulated by scholarship students in the undergraduate research project who studied PF and three groups of students with no prior contact with this theory: undergraduate Calculus students, graduate Mathematics students and Calculus monitors. The problem situations were semi-structured and addressed the theme of functions. The analysis of the activities, comparing the structure of the formulated problem with the described situation, showed that the problems designed by the undergraduate research project students and by the graduate students which fully met the requirements were 100 % and 83.3 %, respectively, while those by the Calculus students and by the monitors were 40.0 % and 37.5 %, respectively. Based on this experience, we can infer that the undergraduate research project students, who had previous contact with PF, and the graduate students, all of whom were teachers who have the experience and maturity regarding the contents, produced the best results in the activities.
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Copyright (c) 2024 Eliane Bihuna de Azevedo, Elisandra Bar de Figueiredo, Amanda Zanelato Colaço
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