Meaning Generation in the Interplay Between Problem Solving and Posing in a Constructionist Environment.

AbstractIn this paper the potentiality of meaning generation in a constructionist environment through an interplay between problem solving and problem posing is examined. The meaning-making process is examined by following how a Grade-10 student is engaged in an iterative cycle of reformulating and solving the initial problem within a Logo-based microworld. The findings show that the contribution of this iterative cycle is in favor of the generation of mathematical meaning. The shift from reformulating to solving and vice versa supported the student to initially use his mathematical knowledge for achieving certain goals, then to discriminate and use parts of his Logo program through generalizing and debugging efforts to achieve new purposes. [ABSTRACT FROM AUTHOR]