Performance of Undergraduate Students in Mathematical Problem Posing Tasks

Abstract

The mathematical problem posing tasks are relevant issues in the development of higher education curriculum and improving it for developing nations require its inclusion in the curriculum as a complement to problem solving tasks. We investigate the types of problem posing abilities, related difficulties and levels of performances in “calculus-1” among first year undergraduates in Iran. The research instrument consists of text book "integral" problems reconstructed through "add or remove condition" with structured situation and "change the problem context" with semi-structured situation. Twenty-six first year undergraduates among moderate and high achievers are participated in answering the test. Furthermore, five of them are enrolled in semi-structured interview after the test. The preliminary results reveal that the percentage of "expert" students (69%) in generating problem through "add or remove condition" strategies are higher than those (18%) implementing "change the context" which is connected to high-order-thinking skills. However, the majority of participants are greatly able to perform two-third of questions correctly. The significant weakness related to the conceptual and procedural understandings in terms of the high-order-thinking skills are observed among them. We assert that the students’ problem posing performances can be fostered by incorporating problem posing activities in teaching-learning materials.