PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Students’ consolidation of knowledge structures through problem posing activities
Page: 1146
This study explored a pedagogical way to contribute to students’ consolidation of their newly formed mathematical knowledge. We applied problem posing activities in complex analysis course. Students posed a problem in a group and then solved this. In the process of these activities, we could observe three modes of consolidation in the students’ mathematical knowledge and the epistemic actions emerging in aspects of problem posing. A problem posing activity can act as a practical way to stimulate students’ consolidation.