Problem Posing as a Way of Promoting Individual Mathematical Thinking in STEM Contexts – The Case of Climate Change

Abstract

AbstractProblems encountered in Science, Technology, Engineering and Mathematics (STEM) contexts cannot be adequately described or solved with the knowledge of a single discipline. Instead, a high level of inter- and transdisciplinary knowledge and methods is required to overcome them. These help to pose problems about the complex challenges and solve them in a creative way. The better the knowledge within one and of different disciplines is interlinked, the more targeted questions can be formulated and answered. Mathematical concepts serve as the foundation for many of the pressing problems of our time. At the same time, these problems offer a wide range of opportunities for individualized exploration. They are equally suitable for students with different interests and levels of ability, as everyone can identify and work on an individual problem within the given context. However, numerous studies have shown that posing adequate mathematical problems must be learnt as well as knowledge from different disciplines is not automatically linked or transferred to other situations. The ability to grasp the formal structure of a problem, recognize problems, and find connecting problems are characteristics of mathematically gifted children and young people that need to be promoted. In our theory-based contribution, we use a concrete context to illustrate which possible mathematically rich problems can be posed by students of different ages and abilities. This approach facilitates the development of their individual abilities according to their interests and potential.