Assessing Students' Mathematical Problem-Solving and Problem-Posing Skills

By R. Rosli, Dianne Goldsby, Mary Margaret Capraro. 2013

60 citations recorded by the source corpus.

Problem-solving and problem-posing have become important cognitive activities in teaching and learning mathematics. Many researchers argued that the traditional way of assessment cannot truly reveal what the students learnt and knew. Authentic assessment was used as an alternative method in assessing the students’ mathematical learning. A performance rubric is an appropriate tool in examining students’ ability to solve and pose mathematical problems.

Subfields: Applied Mathematics, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/889ba43baf1dc9987f75f9ee2a404506b7a8dc9e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Mathematics

1. G. Nizeyimana
2. Angel Mukuka
3. Fidele Ukobizaba

In Developmental and Educational Psychology

1. G. Nizeyimana
2. Angel Mukuka
3. Fidele Ukobizaba

In Education

1. G. Nizeyimana
2. Angel Mukuka
3. Fidele Ukobizaba

Citations in the corpus

• Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature (2021, methodology): “The reviewed studies showed that through authentic assessments, students did not only develop problem-solving skills but also led 4 / 10 to enhanced mathematical problem-posing skills (Cai et al., 2013; Lin, 2004; Rosli et al., 2013).”