Using Digital Technology for Mathematical Problem Posing

Abramovich, Sergei; Cho, Eun Kyeong

doi:10.1007/978-1-4614-6258-3_4

Cited by 11 publications

(7 citation statements)

References 32 publications

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“…In other situations, technology helps students verify the validity of the new situation (Lavy & Shriki, 2010). Abramovich and Cho (2015) investigated the use of graphing software, as a tool for reciprocal problem posing. They found that this tool was effective for posing advanced problems about algebraic equations that include parameters.…”

Section: Technology In Problem Posingmentioning

confidence: 99%

Creativity of Pre-service Teachers in Problem Posing

Daher

Anabousy

2018

EURASIA J MATH SCI T

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Problem posing and technology are attracting the attention of mathematics educators because of their potential to affect positively many aspects of students' learning. Little research has been done on the relationship between technology and mathematical creativity. The present study investigates this issue in the context of problem posing, in the presence and absence of a strategy for problem posing (the "what-if-not" strategy). Participants were pre-service mathematics teachers. The research was conducted during the academic year 2013-2014. Participants were randomly divided into four groups of 19 to 21 participants and who differed in their use of technology and of the what-if-not strategy. The participants who used technology used the Paper Pools applet. The data was collected from the participants' posing problems on a specific mathematics situation; the Paper Pool situation. The data analysis was done using SPSS 18.0. The research findings indicate that the combination of technology and the what-if-not strategy has a positive and significant effect on the three components of participants' creativity: fluency, flexibility and originality. Separately, both technology and the what-if-not strategy had a positive and significant effect on participants' fluency and flexibility related to problem types, but not related to strategy types. The findings also indicate that the originality of participants who worked without technology but with the what-if-not strategy was significantly lower than that of participants who worked with technology, whether with or without the what-if-not strategy. Thus, results indicated that technology is more effective than the what-if-not strategy in encouraging originality in problem posing. We recommend the use of technology together with the what-if-not strategy to enhance pre-service teachers' mathematical thinking, because this combination makes available for student's learning multiple agencies required for his/her creative acts.

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Section: Technology In Problem Posingmentioning

confidence: 99%

Creativity of Pre-service Teachers in Problem Posing

Daher

Anabousy

2018

EURASIA J MATH SCI T

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“…Bonotto (2013) suggested interactive teaching methods on the development of problem posing. Similarly, Abramovich and Cho (2015) explained how existing digital technologies could support problem-posing activities. In the light of the existing research, it is thought that students' benefiting from the graphic organizers during their problem posing activities will contribute positively to their problem posing skills.…”

Section: Problem Posingmentioning

confidence: 99%

The effect of graphic organizers on the problem posing skills of 3rd grade elementary school students

Tavşanlı

Ülger

Kaldırım

2018

Pegegog

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The purpose of this study was determined to examine the effect of graphic organizers on problem posing skills of 3rd grade primary school students. The present study was designed following the explanatory mixed method design. In the quantitative dimension of this study, a semi-experimental study was conducted to determine the effect of graphic organizers on problem posing skills of 3rd grade elementary school students. Regarding the qualitative dimension of the study, interviews were conducted with the classroom teachers to find out the effects of problem posing training supported by the graphic organizers on problem posing skills of 3rd grade elementary school students. The study was carried out with the participation of 38 third grade students. Based on the results of the study, it was found that graphic organizers increased the problem-solving success of 3rd grade primary school students. Furthermore, according to the opinions of the teachers who implemented the training, the graphic organizers facilitated the students’ problem posing processes, made the problem posing activities more systematic and more enjoyable, strengthened the students’ sense of valuing mathematics and helped students to maintain their concentration throughout the study.

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“…Chang et al (2012) developed game-based problem-solving modules in a mathematics problem-posing system and investigated the effects of the problem-posing system on students' abilities to pose and solve problems. Yamamoto et al (2012) and Abramovich and Cho (2015) demonstrated how the appropriate use of digital technology tools can motivate problem-posing activities and evaluate the learner's performance by assessing the number of posed problems. Hung et al (2014a) investigated the effects of an integrated mind mapping and problem-posing approach on learners' in-field mobile learning performance in an elementary school natural science course.…”

Section: Related Workmentioning

confidence: 99%

Model-based analysis of thinking in problem posing as sentence integration focused on violation of the constraints

Supianto

Hayashi

Hirashima

2017

RPTEL

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The advancement of computer and communication technologies has enabled researchers to conduct and analyze the learning process of posing problems. This study investigates what learners think while posing problems as sentence integration in terms of intermediate products as well as the posed problems as the resultant product. Problem posing as sentence integration defines the arithmetic word problem structure, and posing a problem is a task to satisfy all the constraints and requirements to build a valid structure. A previous study shows that, in problem posing as sentence integration for arithmetic word problems, learners try to satisfy a relatively large number of constraints in the posed problems. In contrast, this study focuses on the violation of constraints in the intermediate products while posing problems. The result shows that learners were inclined to avoid as many violated constraints as possible throughout the problem-posing process. Although learners tend to avoid the violated constraints, naturally, they cannot avoid some mistakes. Further analysis shows that learners actually have difficulty in fulfilling particular constraints while posing the problems. Based on this analysis, it is possible to detect the difficulty of learners' actions from the model perspective. Hence, it is possible to give accurate feedback and appropriately support the learners.

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Using Digital Technology for Mathematical Problem Posing

Cited by 11 publications

References 32 publications

Creativity of Pre-service Teachers in Problem Posing

Creativity of Pre-service Teachers in Problem Posing

The effect of graphic organizers on the problem posing skills of 3rd grade elementary school students

Model-based analysis of thinking in problem posing as sentence integration focused on violation of the constraints

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