An approach to the way primary school students formulate problems

Abstract

Problem posing is an excellent strategy for teaching problem solving in Mathematics. This research describes and analyzes the problem posing developed by students of Primary Education (11 years). The methodology for this educational stage was designed in a collaborative environment (PIE-Educational Research Project). Students will have different scenarios to formulate various types of mathematical problems (arithmetic, geometric, itinerary and orientation in space). The study and analysis applied has been cut-off qualitatively within the interpretive paradigm. Highlights of this analysis the students ' ability to identify problematic situations in mathematics, formulating problems varied and rich in terms of conditions, unknowns and data provided in their statements.