Capturing Problem Posing landscape in a grade-4 classroom: A pilot study

In this pilot study, grade-4 students in a Greek primary school are invited to pose problems in three different situations (no feedback, peers’ feedback, teacher’s suggestions). The aim was to capture the problem posing landscape of the classroom in terms of the complexity of the problems the student pose in these situations. The posed problems were examined in terms (a) of mathematical complexity in the sense of the number of semantic relations they involve, and (b) of linguistic complexity. The findings give evidence that as the students become progressively aware of the initial problem’s attributes, they start to pose more complex problems by increasing both the number of problems that involve at least 2 semantic relations and the number of linguistic instances.