Problem-Posing Activities in a Dynamic Geometry Environment: When and How

Abstract

In this chapter, results obtained from previous studies on the issue of problem posing in a dynamic software environment using the “what if not?” strategy are presented. These results include outcomes received from prospective teachers’ engagement in problem-posing activities both in plane and solid geometry, and outcomes received by the engagement of the researcher in the problem-posing activity. The above-presented results are followed by discussion and a list of implications for instruction. Problem-posing activities should follow activities of problem solving through which the content knowledge of the learnt topic is built. Students should experience problem-posing activities starting at elementary school. In these activities they should be provided with opportunities to develop cognitive processes needed for problem posing such as filtering, comprehending, translating, and editing. When students are exposed to geometrical objects, they should be provided with the option to make sense of the objects via dynamic geometry software.