RUME 26
2024
Omaha, Nebraska
Playful Math, Problem Posing, and Discovered Complexity
Page: 412
Problem posing is an important part of mathematical inquiry, but students can struggle to pose problems that are mathematically relevant. One route for supporting meaningful problem posing is through playful math tasks, which can emphasize agency and exploration. In this paper we report findings from a small-group teaching experiment with five pre-service secondary teachers who explored a variety of tasks, including open tasks, problem-solving tasks, and tasks designed to foster mathematical play. In investigating students’ problem posing, we found that developing playful challenges for one another supported instances of discovered complexity, the experience of new conceptual challenges. We discuss examples of discovered complexity and the mathematical ideas students developed when grappling with novel ideas.