Problem Formulation in the development of a Digital Mathematics Educational Game

Abstract

Problem Formulation constitutes an emerging field of investigation that requires consistent, comprehensive reporting of its application in the routines of mathematics teaching, as well as solid research addressing the subject. The contributions of Problem Formulation to the processes of mathematics teaching, learning, and assessment include insights on the conceptions held by students while they formulate a problem; the chance to understand students’ mathematical thinking; a reflex of their mathematical experiences; and the opportunity to explore the interaction between the cognitive and affective dimensions of mathematical learning. This article analyzes the step in which formulation tasks take place and the activities and processes involved in it. The study also analyzes the influence metacognitive experiences involved in the formulation process have on the development of a digital mathematics educational game by students attending a Digital Games Technology Program. Data sources for this qualitative investigation included a semi-structured questionnaire, the game developed, and audio and video recording of the meetings held with students. Data analysis suggested that the cognitive experiences evident in the questionnaire were consistent with the results obtained in the process of formulating problems throughout the development of the educational game, indicating that these experiences may have influenced this process.