Children's Problem Posing Within Formal and Informal Contexts
Lyn D. English
January 1998, Volume 29, Issue 1, Page 83
investigated the problem-posing abilities of third-grade children who
displayed different profiles of achievement in number sense and novel problem
solving. The study addressed (a) whether children recognize formal symbolism
as representing a range of problem situations, (b) whether children generate
a broader range of problem types for informal number situations, (c) how
children from different achievement profiles respond to problem-posing
activities in formal and informal contexts, and (d) whether children's
participation in a problem-posing program leads to greater diversity in
problems posed. Among the findings were children's difficulties in posing a
range of problems in formal contexts, in contrast to informal contexts.
Children from different achievement profiles displayed different response
patterns, reflected in the balance of structural and operational complexity
shown in their problems.