The effects of problem-posing intervention types on elementary students’ problem-solving

By Mahati Kopparla, Ali Bicer, Katherine N. Vela, Yujin Lee, Danielle Bevan, Hyunkyung Kwon, Cassidy Caldwell, Mary Margaret Capraro, Robert M. Capraro. Educational Studies, 2018

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ABSTRACT Abstract Problem posing is the act of creating one’s own problems, unlike the traditional practice of solving problems posed by others. Problem posing is not a commonly taught topic. Though some students have difficulties acquiring problem-posing skills, the positive effects are far reaching. A quasi-experimental research design was used to determine the growth in problem-posing and -solving skills in a low socio-economic status rural elementary school. Teachers conducted mathematics learning centres daily while researchers conducted research-based intervention activities for 3 months. A short quiz was administered to students in grades 2-5 (N = 45) pre and post measuring problem-solving and problem-posing changes. A statistically significant difference (p < .05) was noted in both problem solving and problem posing. Results indicate that explicitly teaching problem posing in elementary classrooms is a worthwhile endeavour.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/710de7765ae3502b606beeadde98c8a84b9a6ee6