MATHEMATICAL PROBLEM POSING IN ELEMENTARY EDUCATION: WHAT DO STUDENTS’ CREATED PROBLEMS REVEAL?

Abstract

This article analyzes the mathematical problems created by 5th-grade elementary school students based on problem posing activities carried out in a public school. Drawing on a qualitative approach, the study was conducted through participant observation by the teacher-researcher during a sequence of problem posing activities with different triggering elements and prompts. The data analysis considered the influence on problem creation, the types of problems posed, the connection with personal experiences, reflection and self-assessment, and the role of the teacher. The data show that, when posing problems, students drew on personal experiences, questioned the adequacy of the given data, restructured problem statements, and discussed solution strategies, revealing approximations to critical thinking. The teacher’s interventions proved fundamental to guiding students in formulating understandable and solvable problems and to expanding the formative potential of the activity.