An Analysis of Arithmetic Problem Posing by Middle School Students

Silver, Edward A.; Cai, Jinfa

doi:10.2307/749846

Cited by 331 publications

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“…The answer sheets of the participants belong to the problem posing ability test's pretest and posttest application were marked according to the scoring direction prepared regarding to the attainments in the decimal fraction unit and composed using the data coding scheme Silver and Cai (1996) developed as a source. With the aim of determining the reliability of the evaluation study conducted regarding to the tests, an elementary mathematics teacher also made scoring.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Mathematics Instruction With Problem Posing Approach On Problem Solving Success, Problem Posing Ability And Views Towards Mathematics

Turhan¹,

Güven²

2014

Cukurova University Faculty of Education Journal

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Bu çalışmada, problem kurma yaklaşımı ile gerçekleştirilen matematik öğretiminin, öğrencilerin problem çözme başarıları, problem kurma becerileri ve matematiğe yönelik görüşlerine etkisi araştırılmıştır. Araştırmada, ön test-son test kontrol gruplu deneysel model kullanılmıştır ve öğrencilerin matematiğe yönelik görüşlerini belirlemeye yönelik nitel veriler de toplanmıştır. Araştırmada, deney grubunda yer alan öğrencilere problem kurma yaklaşımı ile gerçekleştirilen matematik öğretimi uygulanırken, kontrol grubunda yer alan öğrenciler üzerinde ders kitabına bağlı kalınarak, süregelen öğretme-öğrenme süreçleri devam ettirilmiştir. Araştırmanın uygulama süreci "Ondalık Kesirler" ünitesi kapsamında sekiz hafta devam etmiştir. Araştırma sonunda grupların Problem Çözme Başarı Testi sontest puan ortalamaları arasında anlamlı bir farklılık belirlenememiştir. Problem Kurma Beceri Testi sontest puan ortalamaları arasında ise deney grubu lehine anlamlı bir farklılık olduğu belirlenmiştir. Diğer yandan, deney grubunda yer alan öğrencilerin matematiğe yönelik görüşlerinde olumlu yönde farklılıklar olduğu belirlenmiştir.

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Section: Discussionmentioning

confidence: 99%

The Effect of Mathematics Instruction With Problem Posing Approach On Problem Solving Success, Problem Posing Ability And Views Towards Mathematics

Turhan¹,

Güven²

2014

Cukurova University Faculty of Education Journal

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“…A second important direction for investigation has been probing the links between problem posing and problem solving (e.g., Cai, 1998;Cai & Hwang, 2002;Ellerton, 1986;Kilpatrick, 1987;Silver & Cai, 1996). Kilpatrick (1987) provided a theoretical argument that the quality of the problems subjects pose might serve as an index of how well they can solve problems.…”

Section: Students' Problem Posing and Problem Solvingmentioning

confidence: 99%

“…So, one important line of research in problem posing has been to explore what problems teachers and students are able to pose (Cai, 1998;Cai & Hwang, 2002;English, 1997aEnglish, , 1997bSilver & Cai, 1996;Silver, Mamona-Downs, Leung, & Kenney, 1996;Stoyanova & Ellerton, 1996). In this line of inquiry, researchers usually design a problem situation and ask subjects to pose problems that can be solved using the information given in the situation.…”

Section: Students' Problem Posing and Problem Solvingmentioning

confidence: 99%

“…Likewise, Silver and Cai (1996) analyzed the responses of more than 500 middleschool students to a task that asked them to pose three questions based on a driving situation. The student-posed problems were analyzed according to their type, solvability, and complexity.…”

Section: Students' Problem Posing and Problem Solvingmentioning

confidence: 99%

“…In contrast, problem-posing research is relatively new (Cai & Hwang, 2002;Kilpatrick, 1987;Silver, 1994;Silver & Cai 1996). Nevertheless, there have been efforts around the world to incorporate problem posing into school mathematics at different educational levels (e.g., Brink, 1987;Chinese National Ministry of Education, 1986;Hashimoto, 1987;Healy, 1993;Keil, 1964Keil, /1967).…”

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confidence: 99%

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Mathematical problem posing as a measure of curricular effect on students' learning

et al. 2012

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In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students using a Standards-based curriculum in middle school performed equally well or better than students who used more traditional curricula in high school. The findings from this study not only show evidence of strengths one might expect of students who used the Standards-based reform curriculum, but also bolster the feasibility and validity of problem posing as a measure of curriculum effect on student learning. In addition, the findings of this study demonstrate the usefulness of employing a qualitative rubric to assess different characteristics of students' responses to the posing tasks. Instructional and methodological implications of this study, as well as future directions for research are discussed.

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Improving mathematical learning in Scotland's Curriculum for Excellence through problem posing: an integrative review

McDonald

Smith

2019

The Curriculum Journal

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The purpose of this paper is to explore the importance of problem posing in learning mathematics at the compulsory education level. Despite acknowledging that children have a natural disposition to pose questions, no curricular provision currently exists for the conceptualisation and operationalisation of mathematical problem posing within Scotland's Curriculum for Excellence. In order to provide evidence to support any curricular change, integrative systematic review and narrative synthesis of quantitative and qualitative studies was conducted. Results suggest that problem posing can offer an array of valuable didactic benefits for pupils such as deeper conceptual knowledge, enhanced problem-solving skills and an increase in the enjoyment of mathematics. Evidence from the qualitative synthesis provides some tentative guidance on considerations regarding the integration of problem posing to the curriculum. This study argues that in order to improve future learning experiences, mathematical problem posing should be embedded in all Scottish classrooms. Furthermore, problem posing is determined to be effective in the pedagogical development of prospective primary and secondary mathematics practitioners.

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An Analysis of Arithmetic Problem Posing by Middle School Students

Cited by 331 publications

References 0 publications

The Effect of Mathematics Instruction With Problem Posing Approach On Problem Solving Success, Problem Posing Ability And Views Towards Mathematics

The Effect of Mathematics Instruction With Problem Posing Approach On Problem Solving Success, Problem Posing Ability And Views Towards Mathematics

Mathematical problem posing as a measure of curricular effect on students' learning

Improving mathematical learning in Scotland's Curriculum for Excellence through problem posing: an integrative review

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