Williams, Gaye 2009, Spontaneous student questions : informing pedagogy to promote creative mathematical thinking, in PME 2009 : Proceedings of 33rd Annual Meeting of the International Group for the Psychology of Mathematics Education, PME, Thessaloniki, Greece, pp. 5-345-5-352.
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PME 2009 : Proceedings of 33rd Annual Meeting of the International Group for the Psychology of Mathematics Education
Tzekaki, Marianna Kaldrimidou, Maria Sakonidis, Haralambos
International Group for the Psychology of Mathematics Education Conference
Place of publication
The questions students asked themselves, or their group, whilst collaboratively constructing new mathematical knowledge are examined in data drawn from three studies (upper elementary, lower secondary, and upper secondary students). Lesson video of group interactions and post-lesson video-stimulated interviews captured student talk in groups, and group discussion in whole class settings. It was found that students tended to structure to structure further exploratory activity by spontaneously formulating queestions that were not specific to the mathematics within the task at hand but that helped to explore this mathematics. It is argued that these types of questions could be adapted for use by teachers to support the development of creative mathematical thinking where students or groups are not yet asking such questions.
Field of Research
130208 Mathematics and Numeracy Curriculum and Pedagogy