Posing the Problem

March 16, 2014 0 Comments None
  • Little did we realise that, by asking students to take the responsibility of determining what was the property that linked that arrangement of the digits 1 – 9, we would open a treasure chest of ideas and inventiveness. In this blog we offer these ideas as evidence that at times we limit the mathematical creativity of students by too clearly posing the problem as well as having too well-defined an expectation of what the answer should be.

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