Posing Mathematical Problems: An Exploratory Study

Silver, Edward A.; Mαμονα-Dοwns, Joanna; Leung, Shuk-kwan S.; Kenney, Patricia Ann

doi:10.2307/749366

Cited by 119 publications

(57 citation statements)

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“…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%

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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Section: Students' Problem Posing and Problem Solvingmentioning

confidence: 99%

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

et al. 2012

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“…On the other hand, problem posing ability, attitudes towards mathematics and mathematics self-efficacy belief are considered as three fundamental concepts among the most important features of mathematics learning and teaching and have close relationships with success in mathematics (English, 1998;Silver, Mamona-Downs, Leung & Kenney, 1996;Brown & Walter, 1993;Nicolaou & Philippou, 2004). Klassen (2004) asserted that between mathematics self-efficacy and mathematics success had a strong correlation.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Effect of Problem Posing Oriented Analyses-II Course on the Attitudes toward Mathematics and Mathematics Self-Efficacy of Elementary Prospective Mathematics Teachers

Akay

Boz

2010

AJTE

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“…Children who engage in inquiry must think about many statistical ideas, and always in relation to a question. This situation enables us to explore the reasoning associated with generating questions, which has been relatively ignored (English, 1998) despite the window that it can provide into students' thinking (Silver, Mamona-Downs, Leung, & Kenney, 1996). Moreover, studies that examine reasoning throughout the inquiry process can provide the impetus for identifying developmental signposts in children's ability to reason across inquiry phases.…”

Section: Introductionmentioning

confidence: 99%

Statistical reasoning of middle school children engaged in survey inquiry

Lavigne

Lajoie

2007

Contemporary Educational Psychology

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The case study examined two groups of grade 7 students as they engaged in four inquiry phases: posing a question and collecting, analyzing, and representing data. Previous studies reported analyses of statistical reasoning on a single inquiry phase. Our goal was to identify the modes of statistical reasoning displayed during group discussions in all phases as children designed and conducted their own inquiry. A content analysis of audio and video recorded discussions yielded 10 statistical reasoning modes: six relate to Garfield and Gal's [Garfield, J., Gal, I. (1999). Teaching and assessing statistical reasoning. In L. V. Stiff, & F. R. Curcio (Eds.), Developing mathematical reasoning in grades K-12. 1999 Yearbook (pp. 207-219). Reston, VA: National Council of Teachers of Mathematics] statistical reasoning types involved in the collection, analysis, and representation of data and four modes deal with an aspect of inquiry not exclusively focused upon in the literature on statistical reasoning-i.e., the problem-posing phase. Although students' reasoning reflected an incomplete understanding of statistics they serve as building blocks for instruction.

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Posing Mathematical Problems: An Exploratory Study

Cited by 119 publications

References 0 publications

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

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

The Effect of Problem Posing Oriented Analyses-II Course on the Attitudes toward Mathematics and Mathematics Self-Efficacy of Elementary Prospective Mathematics Teachers

Statistical reasoning of middle school children engaged in survey inquiry

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