Exploring students’ misconceptions of the function concept through problem-posing tasks and their views thereon

Problem-posing research in mathematics education: A bibliometric analysis

“…Indeed, as of 2010, papers (Ayvaz & Durmuş, 2021;Biçer et al, 2020;Elgrably & Leikin, 2021;Leikin & Elgrably, 2020;Mallart et al, 2018;Nuha et al, 2018;Van Harpen & Sriraman, 2013; related to and investigating creativity and problem posing are examples of this argument. In addition, the fact that the studies using the keywords ‗teaching mathematics through problem-posing' or ‗teaching through problem-posing' Zhang & Cai, 2021) and affect (Cai & Leikin, 2020;Guo et al, 2020;Parhizgar et al, 2021;Schindler & Bakker, 2020) were published after 2020, in the last period, indicates that these issues are the most current trends in this research area. On the other hand, keyword analysis shows that in many studies (Abramovich, 2014;Abramovich & Cho, 2008;Aytekin-Uskun et al, 2021;Chang, 2007;Chen et al, 2013;Ellerton, 2013;English, 2020;Ertane-Baş & Özturan-Sağırlı, 2021;Hartmann et al, 2021;Koichu, 2010;Kopparla et al, 2019;Leavy & Hourigan, 2020;Leavy & Hourigan, 2021;Mallart et al, 2018;Mamona-Downs & Downs, 2005;Martinez & Blanco, 2021;Özdemir & Şahal, 2018;Palmer & van Bommel, 2020;Samkova & Ticha, 2016;Samkova & Ticha, 2017;Schindler & Bakker, 2020;Van Harpen & Sriraman, 2013;Xia et al, 2007;Xie & Masingila, 2017) problem solving and problem posing are considered together with various aspe...…”

“…On the other hand, items such as ‗conceptual understanding', ‗structure', ‗interview', ‗solution', and ‗instrument' bring to mind the idea that problem posing tasks are seen as a cognitive activity used to evaluate the mathematical thinking of students or teachers. Indeed, in relevant studies (Doğan-Coşkun, 2019;Işık & Kar, 2012;Kılıç, 2013aKılıç, , 2013bKılıç, , 2015Kılıç, , 2017Koichu & Kontorovich, 2013;Kontorovich & Koichu, 2016;Kotsopoulos & Cordy, 2009;Land, 2017;Olson & Knott, 2013;Parhizgar et al, 2021;Ponte & Henriques, 2013;Tichá & Hošpesová, 2013;Xie & Masingila, 2017;Xu et al, 2020;Yao et al, 2021), it has been understood that students' or pre-service teachers' mathematical thinking, conceptual understanding or misconceptions/errors/difficulties are determined through problem posing tasks. For example, Tichá and Hošpesová (2013) used problem posing tasks to reveal prospective elementary students' conceptual understanding of fractions, and Yao et al (2021) to reveal pre-service mathematics teachers' conceptual understanding of division in fractions.…”

“…For example, Tichá and Hošpesová (2013) used problem posing tasks to reveal prospective elementary students' conceptual understanding of fractions, and Yao et al (2021) to reveal pre-service mathematics teachers' conceptual understanding of division in fractions. In addition, Parhizgar et al (2021) examined students' misconceptions about the concept of function through problem posing tasks. Xie and Masingila (2017), on the other hand, examined how the interaction between problem solving and problem posing activities supported pre-service teachers' conceptual understanding and the difficulties encountered.…”