Bridging Problem-Solving and Problem-Posing: Third Graders Learning to Formulate Mathematical Problems in Geometry and Measurement

Authors

DOI:

https://doi.org/10.35763/aiem28.7553

Keywords:

Problem-posing, Problem-solving, Geometry and Measurement, Primary Education, Mathematics Teaching

Abstract

This study examines the relationship between problem solving (PS) and problem posing (PP) in mathematics education, focusing on 3rd-graders’ ability to create problems in Geometry and Measurement. A theoretical framework was adopted to assess the evolution of the problems posed, which considers mathematical and linguistic complexity. The study also compared posed and solved problems, for a deeper understanding of the connections between PS and PP skills. Conducted over eight lessons, it combined curriculum-aligned PS and PP tasks. Students’ written work was analyzed qualitatively. Findings show substantial improvements in PP skills, including better mathematical language, grammar and expression, alignment to task prompt, and problem solvability. Initially, students replicated structures from solved problems but gradually showed more creativity and autonomy. The study highlights how task design and the interplay between PS and PP enhance mathematical competencies and offer a viable approach to integrating PP as a learning objective in primary mathematics education.

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References

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Published

2025-10-30

How to Cite

Fernandes, H., Jacinto, H., & Oliveira, H. (2025). Bridging Problem-Solving and Problem-Posing: Third Graders Learning to Formulate Mathematical Problems in Geometry and Measurement. Advances of Research in Mathematics Education, (28), 31–53. https://doi.org/10.35763/aiem28.7553

Issue

No. 28 (2025): The Importance of Problem Formulation in the Development of Mathematical Knowledge

Section

Artículos

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Copyright (c) 2025 Hugo Fernandes, Hélia Jacinto, Hélia Oliveira

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