Challenging Children in Problem Formulation

Abstract

Creativity is a component that has been increasingly valued in the mathematical experience. As the relationship between mathematics and creativity is recognized in the academic community, the transposition of this reality to the school environment is still infrequent. Students should also have opportunities to experience and develop tasks that stimulate their mathematical creativity. Problem formulation can be understood as a link between these two aspects, enriching the students’ experiences and mathematical learnings. This article analyses the reactions and performances of first graders (N=22) when challenged to formulate problems. It addresses two questions: 1) How do children react to problem-formulation tasks? 2) How do children perform when developing problem-formulation tasks? In this article, qualitative methods were adopted, in a case study approach, to describe children's reactions and productions in the face of problem-formulation tasks. The results revealed that the children were able to propose adequate and original problems, noting that no errors were identified in their mathematical solving, but there were identified cases of difficulties in establishing the conceptualized situation. Generally, students assumed themselves as protagonists in their problems, creating situations that involved them or their colleagues. It was also identified that these tend to agglutinate problem formulation and solving processes. Students showed enthusiasm and motivation to learn mathematics through problem formulation, conceiving mathematical situations that were meaningful and close to their context.

Problem Formulation; Mathematical Creativity; Mathematical Learning