Problem posing by secondary education students: the case of function y=ax+b

Postgraduate Thesis uoadl:2962276 9 Read counter

Unit:
Κατεύθυνση Διδακτική και Μεθοδολογία των Μαθηματικών
Library of the School of Science
Deposit date:
2021-10-09
Year:
2021
Author:
Pagoni Despina
Supervisors info:
Χρυσαυγή Τριανταφύλλου, Επίκουρη Καθηγήτρια, Τμήμα Μαθηματικών, ΕΚΠΑ
Original Title:
Κατασκευή Μαθηματικού Προβλήματος από μαθητές Γυμνασίου: η περίπτωση της συνάρτησης y = αx + β
Languages:
Greek
Translated title:
Problem posing by secondary education students: the case of function y=ax+b
Summary:
Mathematical literacy supplies students with knowledge and understanding of mathematics’ role in today’s world, while in the same time it is itself guided by mathematics’ application in everyday life. Mathematics capacity to be used within different contexts through the students’ own experiences consists a literacy activity coming to implementation also through problem posing activities.
In the present research, the ability to pose problem by groups of high school students was studied as a literacy activity, specifically in terms of the functional way of thinking which is used to express changes that occur in society, economy, everyday life, nature. The research contains three tasks. Two tasks concern the algebraic expression of the linear function y=ax+β, which was given to students as y=1,3x and y=100-2x, and required students to pose appropriate problems. The third task consisted of two graphs of linear functions and required students to pose appropriate problems by extracting information from the graph.
The present research reveals that students constructed mathematical problems based on their own intuitive notions. The students' perception of citizenship as a context for PP plays a leading role. Using society’s broader issues as a context on PP along with the information given with the graph, resulted at the construction of more original and complicated math problems. Moreover, everyday life experience as a context for PP combined with the students’ perception of covariation in relation to money, resulted at the construction of more solvable problems.
The present research also showed the key role of context in mathematics, as the students, using real life contexts as a starting point, created math problems that were both solvable and original. Students showed fluency and originality on PP that escalated as they grew more familiar with the activity.
Main subject category:
Science
Other subject categories:
Education - Sport science
Keywords:
mathematical literacy, secondary education, problem posing, functional way of thinking, context, problem originality
Index:
No
Number of index pages:
0
Contains images:
Yes
Number of references:
53
Number of pages:
118

Διπλωματική Εργασία ΠΑΓΩΝΗ_ΔΕΣΠΟΙΝΑ_Δ201719.pdf
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