Problem posing research in mathematics education has increased in the last decade. As a result, the intent of the present study is to examine and summarize the research that has been conducted. Specifically, we examined articles published from 2011–2020 that studied the impact of problem-posing instruction on students’ problem-solving abilities. In total, seven articles were included in the systematic review. We concluded that the effect of problem-posing instruction on students’ problem-solving skills is varied, though prior research on the relationship between posing and solving demonstrates a positive impact. Thus, while there remains a great need for further research in this area, there are indications that problem-posing could improve students’ problem-solving abilities.
Purpose In distinguishing the education of adults from the education of children, a gray area lies on where to classify gifted and honors students. The purpose of this study was to determine if the attitudes of students at an honors STEM summer camp paralleled the educational needs of adults, namely self-directed learning.Design/methodology/approach Researchers analyzed survey responses through an exploratory factor analysis and five t tests.Findings The interpretation of the effect sizes showed that after engaging in a self-directed learning experience, students expressed more positive self-efficacy and intrinsic motivation, experienced reduced extrinsic motivation and anxiety, and were less task-completion oriented.Originality/value The results suggest that gifted and honors students may have a propensity to learn that is more similar to that of adults rather than their same-age peers.
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