PROBLEM POSING IN THE EARLY YEARS: REFLECTIONS ON TRIGGER AND PROMPT ELEMENTS
DOI:
https://doi.org/10.33871/22385800.2023.12.27.139-157Keywords:
Problem Posing. , Problem Solving. , Trigger Elements. , Prompts. , Elementary Education.Abstract
Problem posing has received attention, more recently, among researchers and educators, being inserted in curriculum prescriptions in several countries, including Brazil. One of the important aspects to be researched in this area is to understand the impact of different problem posing activities on student performance and on the pedagogical goals intended by the teacher in the classroom. In this paper, we focus on analyzing problems created by 6- and 7-year-old children, based on the trigger elements and the prompt that were provided. To this end, we begin by presenting a theoretical discussion about the elements that constitute working with Problem Posing in the classroom. Next, the data is analyzed through a qualitative approach, considering the problems created by the children and the interview conducted with one of them, given the particularities presented in the problem she proposed. The results suggest that the first activities of problem posing with children should be less structured, so that they are freer in terms of articulating mathematical knowledge and everyday experiences, gradually structuring the understanding of how a problem is constituted in the context of mathematics.
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