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Who For
Dunker
described problem posing in mathematics as the generation of a new problem or the formulation of a given problem. (Dunker, 1945).
Silver
described problem posing as it is refers to both the generation of new problems and the re-formulation of given problems, posing can occur before, during or after the solution of a problem (Silver, 1993).
Stoyanova
has defined mathematical problem posing as the process by which, on the basis of concrete situations, meaningful mathematical problems are formulated (Stoyanova, 1996).
and Cai found that students problemsolving performance was highly correlated with their problem- posing performance. Compared to less successful problem solvers, good problem solvers generated more, and more complex, mathematical problems.
frees learners from the one-answer syndrome. It enables learners to view common things in uncommon ways. It legitimizes asking questions. It fosters the predicting, conjecturing, and testing of hypotheses. It builds a spirit of adventure, intellectual excitement, and class unity. It demonstrates the spiraling nature of inquiry learning. No problem is really solved. It develops a sense of personal ownership and responsibility for mathematical investigations.
This is the most obvious way to change a problem. Give your students one or more problems and ask them to identify any stated or implied numbers. When considering numerical changes to a problem, many different domains and representations can prove interesting.
Any problem with a geometric setting is ripe for new variants. The simplest problem-posing maneuver is to change the shapes involved. Different categories of shapes that suggest possible substitutions include polygons and their number of sides, regular versus non-regular polygons.
Changes of dimension can yield exciting challenges and patterns. Continuous and discrete spaces (e.g., the lattice of points with integer coordinates) usually require distinct methods of solution and offer contrasting conclusions
Algebraic: We can switch between addition, subtraction, multiplication, division, exponentiation, and roots. We can also change the order of operations.
Geometric: We can change between scaling, translating, rotating, and other transformations. We can construct medians rather than perpendiculars. We can trisect or n-sect rather than bisect an angle, segment, or area.
Analytic: We can change the function involved (example make it exponential rather than linear) Probabilistic: We can substitute a predictable behavior for a random one). For example, Juancho, a fifth grader, altered the Connect the Dots problem so that the jump size was chosen randomly for each step;
Start with a circle with 16 points, equally spaced: You are going to make a shape by jumping around this circle. Pick a number, j, that determines how far you will move around the circle with each jump. Start at the top point (labeled 0), and draw a segment to the point j steps away. Begin each new jump where the previous one ends and continue this process until one of your jumps returns to the starting point, 0.
Rather than just look at real numbers, we can consider vectors, matrices, or functions (e.g., polynomials) as the operands. For example, elementary school students often discover that 2 + 2 = 2 * 2, but find no further examples (except perhaps 0 and 0).
If a problem comes with a particular setting, we can make it abstract by removing any nonmathematical details. Alternatively, we can add a story to an otherwise abstract problem. For example, it is easy to dissect a rectangle into four equal pieces, but when that rectangle becomes a cake and there are four kids who each want their fair share, a whole realm of new and difficult mathematics problems emerge
You can turn each problem-posing method into a practice activity. Ask students to superimpose a story or context on an abstract problem of their choosing (e.g., a geometric construction or a system of equations they find by scanning through a textbook).
REPEAT A PROCESS
iteration can lead to surprising and beautiful mathematical questions and results. We can repeat any operation, such as squaring a number, bisecting a side, or rotating a figure, to yield ever more complicated objects or sequences for study.
EXAMPLE 1
1+1=? Assume the student has already figured out that the result is 2. By increasing a term on the left by 1 the total on the left is increased.
In order to get the equality back, one should increase by 1 the right side as well.
Applying the enlightening idea repeatedly, the student may even conceive of the notion that adding any number on the left can be balanced by adding the same number on the right. The left hand side is a sum of two terms. A second observation can be made to the effect that it does not matter to which of the terms the number has been added. And then a third one that the number does not have to be wholly added to one of the terms - it can be split in any way imaginable.
EXAMPLE 2
One of two brothers is 7 years old while the other is only 5. As you can see, the sum of their ages is 12. Please invent another problem and solve it. Even if the following was obtained as (7 + 1) and (5 - 1)
One of two brothers is 8 years old while the other is only 4. As you can see, the sum of their ages is 12. One of two sisters is 7 years old while the other is only 5. As you can see, the sum of their ages is 12.
PROBLEM
The mathematics teacher assigns an assignment to her students. The boy asked the Monster to answer his assignments in his behalf.
Lets pretend that the Monster in our story charges the boy 35 for each multiplication problem and 60 for each division problem he solves.
How many types of each problem did the Monster solve if the boys bill is $15?
Make the Character(s) come to life Put the Character(s) in the students classroom, bedroom, kitchen, or community park Make the story real to children: what open-ended tasks can characters face?
How did the Monster use the Magic Calculator to get the homework answers of: -10 1 3 10 24 100
Familiarity (and unfamiliarity) with objects in the story provide learning opportunities. Objects in stories can be compared, contrasted, sorted, and classified. (Got Van Hiele?) Objects in stories can be described or constructed with 2D and 3D shapes
Which store has the better buy, Pens-R-Us or Pen-Mart? How do you know?
Which store would you go to to buy 24 pens? Show your thinking in words, numbers and pictures.
Before the boys teacher realizes that the Monster is doing the math homework, the Monster has spent 1,725 minutes doing homework.
How long is this in hours? How long is this in days? How long is this in weeks?
Low complexity
Moderate complexity
High complexity
Recall or recognize a fact, term, or property Compute a sum, difference, product, or quotient Perform a specified procedure Solve a onestep word problem Retrieve information from a graph, table, or figure
Represent a situation mathematically in more than one way Provide a justification for steps in a solution process Interpret a visual representation Solve a multiple-step problem Extend a pattern Retrieve information from a graph, table, or figure and use it to solve a problem Interpret a simple argument
Describe how different representations can be used to solve the problem Perform a procedure having multiple steps and multiple decision points Generalize a pattern Solve a problem in more than one way Explain and justify a solution to a problem Describe, compare, and contrast solution methods Analyze the assumptions made in solution Provide a mathematical justification
Task objective: From the information below, construct mathematical problems, and solve them, to demonstrate your competency in using the basic rules for manipulating inequalities to simplify and solve simultaneous inequalities or inequalities involving linear, quadratic or modulus functions.
A gardener is planting a new orchard. The young trees are arranged in the rectangular plot, which has its longer side measuring 100m.
If a fence around the orchard measures more than 330m, and the area of the orchard is not more than 7000m2, find the range of values of the shorter side.
The gardener decides to divide the plot of land into three sections for growing three different types of plants. It is given that section C is representative of a quadrant and the area of section C is bigger than that of section A. The various sections require different types of soils of different prices. If the gardener has a budget of $400 for buying soil for the orchard, what is the maximum value of x?
It is given that the width of the orchard is 50m. Starting from point B, a worker P walked along the edge in a clockwise direction and back to B at a speed of 2m/s. Another worker, Q, started from point A and walked along the edge in the clockwise direction and back to point A at a speed of 1 m/s. What is largest possible area of triangle BPQ?
EXAMPLE PROBLEM
Ann has 34 marbles, Billy has 27 marbles, and Chris has 23 marbles. Write and solve as many problems as you can that uses this information
Situation: A factory is planning to make a billboard. A master worker and his apprentice are employed to do the job. It will take 4 days by the master worker alone to complete the job, but it takes 6 days for the apprentice alone to complete the job.
Students Task: Please create problems based on the situation. Students may add conditions for problems they create.
Problem 1. How many days will it take the two workers to complete the job together? Problem 2. If the master joins the work after the apprentice has worked for 1 day, how many additional days will it take the master and the apprentice to complete the job together?
Problem 3. After the master has worked for 2 days, the apprentice joins the master to complete the job. How many days in total will the master have to work to complete the job?
Problem 4. If the master has to leave for other business after the two workers have worked together on the job for 1 day, how many additional days will it take the apprentice to complete the remaining part of the job? Problem 5. If the apprentice has to leave for other business after the two workers have worked together for 1 day, how many additional days will it take the master to complete the remaining part of the job?
Problems 6. The master and the apprentice are paid 4500Pesos after they completed the job. How much should the master and the apprentice each receive if each workers payment is determined by the proportion of the job the worker completed? Problem 7. The apprentice started the work by himself for 1 day, and then the master joined the effort, and they completed the remaining part of the job together. Finally, they received 4900 Pesos in total for completing the job. How much should the master and the apprentice each receive if each workers payment is determined by the proportion of the job the worker completed?
Problem 8. The master started the work by himself for 1 day, and then the apprentice joined the effort, and they completed the remaining part of the job together. Finally, they received 4500 Pesos in total for completing the job. How much should the master and the apprentice each receive if each workers payment is determined by the proportion of the job the worker completed?
THE END
(Merry Joy Ordinario BSED 4B)