{"id":246,"date":"2015-02-27T19:04:11","date_gmt":"2015-02-27T19:04:11","guid":{"rendered":"http:\/\/sites.uepb.edu.br\/gprpem\/?p=246"},"modified":"2015-02-27T19:04:11","modified_gmt":"2015-02-27T19:04:11","slug":"problem-posing-reflections-and-applications","status":"publish","type":"post","link":"https:\/\/grupos.uepb.edu.br\/gprpem\/2015\/02\/27\/problem-posing-reflections-and-applications\/","title":{"rendered":"Problem Posing: Reflections and Applications"},"content":{"rendered":"

\"posing\"<\/a>Stephen I. Brown e Marion I. Walter
\nPsychology Press |1993 |355 p\u00e1ginas | rar – pdf | 14,88 Mb
\nlink<\/a> (password : matav)<\/p>\n

As a result of the editors’ collaborative teaching at Harvard in the late 1960s, they produced a ground-breaking work —\u00a0The Art Of Problem Posing<\/i>\u00a0— which related problem posing strategies to the already popular activity of problem solving. It took the concept of problem posing and created strategies for engaging in that activity as a central theme in mathematics education.<\/p>\n

Based in part upon that work and also upon a number of articles by its authors, other members of the mathematics education community began to apply and expand upon their ideas. This collection of thirty readings is a testimony to the power of the ideas that originally appeared. In addition to reproducing relevant materials, the editors of this book of readings have included a considerable amount of interpretive text which places the articles in the context of problem solving. While the preponderance of essays focus upon mathematics and mathematics education, some of them point to the relevance of problem posing to other fields such as biology or psychology. In the interpretive text that accompanies each chapter, they indicate how ideas expressed for one audience may be revisited or transformed in order to ready them for a variety of audiences.<\/p><\/div>\n

Contents<\/b><\/p>\n

PREFACE ix
\nINTRODUCTION xili
\nReflections on the Power of Problem Posing xiv
\nOn the Audience for the Book xv
\nA Note on Reading the Collection xvi
\nA Caveat of Sorts xvii
\nCHAPTER I. REFLECTIONS\u00a0INTRODUCTORY COMMENTS 1
\nSECTION 1: PEDAGOGICAL FOCUS: THE DESIGN OF\u00a0A COURSE
\nEDITORS’ COMMENTS 3
\nESSAYS
\n1. In the Classroom: Student as Author and Critic Stephen\u00a0I. Brown and Marion I. Walter 7
\n2. Problem Posing in Mathematics Education Stephen I.\u00a0Brown and Marion I. Walter 16
\nSECTION 2: ELABORATIONS AND APPLICATIONS OF\u00a0PROBLEM POSING SCHEMES
\nEDITORS’ COMMENTS 28<\/p>\n

ESSAYS:
\n3. On Building Curriculum Materials That Foster\u00a0Problem Posing, E. Paul Goldenberg 31
\n4. Removing the Shackles of Euclid: 8: “Strategies”, David\u00a0S. Fielker 39
\n5. “What if Not?” A Technique for Involving and Motivating\u00a0Students in Psychology Courses, Werner Feibel 52
\nSECTION 3: RATIONALE: TOWARDS A MULTIPLISTIC VIEW\u00a0OF THE WORLD
\nEDITORS’ COMMENTS 59
\nESSAYS:
\n6. A Problem Posing Approach to Biology Education, John R.\u00a0Jungck 64
\n7. An Experience with Some Able Women Who Avoid\u00a0Mathematics, Dorothy Buerk 70
\n8. The Invisible Hand Operating in Mathematics Instruction:\u00a0Student’s Conceptions and Expectations, Raffaella Borasi 83
\n9. The Logic of Problem Generation: From Morality and\u00a0Solving to De-Posing and Rebellion, Stephen I. Brown 92
\n10. Vice into Virtue, or Seven Deadly Sins of Education\u00a0Redeemed, Israel Scheffler 104
\nCHAPTER II. ALGEBRA AND ARITHMETIC 117
\nINTRODUCTORY COMMENTS
\nSECTION 1: ASKING WHY
\nEDITORS’ COMMENTS 118
\nESSAYS:
\n11. Number Sense and the Importance of Asking “Why?”\u00a0David J. Whitin 121
\n12. Creating Number Problems, Marian Small 130
\n13. Making Your Own Rules, Dan Brutlag 134
\n14. 1089: An Example of Generating Problems, Rick N. Blake 141
\nSECTION 2: MISTAKES
\nEDITORS’ COMMENTS 152
\nESSAYS:
\n15. Mathematical Mistakes, Lawrence Nils Meyerson 153
\n16. Algebraic Explorations of the Error \u00a0Raffaella Borasi
\nSECTION 3: TINKERING WITH WHAT HAS BEEN TAKEN\u00a0FOR GRANTED
\nEDITORS’ COMMENTS 164
\nESSAYS:
\n17. Problem Stories: A New Twist on Problem Posing, William\u00a0S. Bush and Ann Fiala 167
\n18. How to Create Problems, Stephen I. Brown 174
\n19. Beyond Problem Solving: Problem Posing, Barbara M.\u00a0Moses, Elizabeth Bjork, and E. Paul Goldenberg 178
\n20. Mathematical Investigations: Description, Rationale,\u00a0and Example, Barry V. Kissane 189
\n21. Curriculum Topics Through Problem Posing, Marion\u00a0Walter 204
\n22. Is the Graph of y = cx Straight? Alex Friedlander\u00a0and Tommy Dreyfus 204
\nSECTION 4: YOUR TURN
\nEDITORS’ COMMENTS 220
\nESSAY:
\n23. Because a Door Has To Be Open or Closed, An Intriguing\u00a0Problem Solved by Some Inductive Exploration, Charles\u00a0Cassidy and Bernard R. Hodgson 222
\nCHAPTER III. GEOMETRY: EDITORS’ COMMENTS 229
\nINTRODUCTORY COMMENTS
\nSECTION 1: LOOKING BACK
\nEDITORS’ COMMENTS 231
\nESSAYS:
\n24. The Looking-Back Step in Problem Solving, Larry Sowder 235
\n25. Reopening the Equilateral Triangle Problem: What\u00a0Happens If . . . , Douglas L Jones and Kenneth L Shaw 240
\n26. Mathematics and Humanistic Themes: Sum\u00a0Considerations, Stephen I. Brown 249
\nSECTION 2: THE INTERTWINE OF PROBLEM POSING AND\u00a0PROBLEM SOLVING
\nEDITORS’ COMMENTS 279
\nESSAYS:
\n27. Problem Posing in Geometry, Larry Hoehn 281
\n28. Students Microcomputer-Aided Exploration in\u00a0Geometry, Daniel Chazan 289
\nSECTION 3: SOMETHING COMES FROM NOTHING
\nEDITORS’ COMMENTS
\nESSAY:
\n29. Generating Problems From Almost Anything,\u00a0Marion Walter
\nSECTION 4: YOUR TURN
\nEDITORS’ COMMENTS
\nESSAY:
\n30. A Non-Simply Connected Geoboard-Based on the\u00a0Not” Idea, Philip A. Schmidt
\nAUTHOR INDEX
\nSUBJECT INDEX
\nNOTES ON CONTRIBUTORS<\/p>\n","protected":false},"excerpt":{"rendered":"

Stephen I. Brown e Marion I. Walter Psychology Press |1993 |355 p\u00e1ginas | rar – pdf | 14,88 Mb link (password : matav) As a result of the editors’ collaborative teaching at Harvard in the late 1960s, they produced a ground-breaking work —\u00a0The Art Of Problem Posing\u00a0— which related problem posing strategies to the already Leia Mais…<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-246","post","type-post","status-publish","format-standard","hentry","category-livros"],"_links":{"self":[{"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/posts\/246","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/comments?post=246"}],"version-history":[{"count":0,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/posts\/246\/revisions"}],"wp:attachment":[{"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/media?parent=246"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/categories?post=246"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/tags?post=246"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}