PROBLEM TASKS ESTABLISHING TO ENFORCE CREATIVE ACCESS TO THE PROBLEM SOLVING
DOI:
https://doi.org/10.5937/Keywords:
problematic tasks, creative problem solving, teacher roleAbstract
The quality of teaching and learning of mathematics depends on the tasks teachers give to students. Teaching contents are increasingly complemented by the introduction of problem mathematical tasks, in order to develop students' ability to solve problems. The main feature of the problematic tasks is that there is no known strategy for solving them, but, each time, mathematics knowledge is adapted and re-examined, in order to reach a new strategy that leads to the solution of tasks. The aim of this paper is to point out the importance of problem-solving skills to encourage the development of creative approaches to problem solving. The results obtained by the method of theoretical analysis show that finding a solution or predicting possible solutions is a necessary element of problem setting. It was concluded that classroom activities, using appropriate artifacts and interactive teaching methods, can encourage a more conscious approach to problem solving, as well as a positive attitude towards problem-setting. This requires specific teacher’s knowledge in terms of problem design, content selection, appropriate context, and then knowledge in problem formulation. When assessing the issues they pose, teachers should pay attention to the pedagogical and mathematical significance of the given problem
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