Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing

By Jinfa Cai, Stephen Hwang. 2002

294 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f10f9f8d087ea20b1a942275307e1a60935ec3af

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In Developmental and Educational Psychology

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Citations in the corpus

Creativity and mathematical problem posing: an analysis of high school students' mathematical problem posing in China and the USA (2013, background): “There are studies showing that US students are better than Chinese students in solving open-ended problems (e.g., Cai & Hwang, 2002) and in posing problems in mathematics (e.g., Cai, 1997, 1998).”
The Chinese classroom paradox: A cross-cultural comparison of teacher controlling behaviors. (2012, background): “Similarly, while there are studies (Geary, Liu, & Bow-Thomas, 1992; Mullis et al., 2004) showing that Chinese students excel in academic performance, there are also studies (Cai, 2000: Cai & Hwang, 2002) showing otherwise.”
The Effect of Problem Posing Oriented Analyses-II Course on the Attitudes toward Mathematics and Mathematics Self-Efficacy of Elementary Prospective Mathematics Teachers. (2010, background): “Thus, problem posing is not independent from problem solving (Silver, 1994; Cai & Hwang, 2002; English, 2003; Silver & Cai, 1996; Lewis at al., 1998).”
Problem-posing research in mathematics education: looking back, looking around, and looking ahead (2013, background): “Moreover, several prior studies have found a relationship between students' abilities to pose and solve problems (e.g., Cai & Hwang, 2002; Ellerton, 1986; Silver & Cai, 1996; Verschaffel, Van Dooren, Chen, Stessens, 2009).”
Mathematical problem posing as a measure of curricular effect on students' learning (2013, methodology): “However, some researchers have also found that problem-posing tasks can reveal interesting and important aspects of students’ mathematical thinking (Cai, 1998; Cai & Hwang, 2002).”
AN INVESTIGATION ON CHINESE TEACHERS’ REALISTIC PROBLEM POSING AND PROBLEM SOLVING ABILITY AND BELIEFS (2011, background): “making up word problems according to math stories) may have indeed a positive influence not only on their word problem posing but also on their problem solving abilities ( Cai & Hwang, 2002; Chen et al., 2005, 2007; English, 1997; Rudnitsky, Etheredge, Freeman & Gilbert, 1995; Silver & Cai, 1996).”
Influence of Curriculum Reform: An Analysis of Student Mathematics Achievement in Mainland China. (2011, background): “Similar findings were obtained by Cai and his colleagues in a series of studies that compared Chinese students and American students (Cai & Cifarelli, 2004; Cai & Hwang, 2002; Cai & Lester, 2005).”
Problem solving in Chinese mathematics education: research and practice (2007, unknown): “However, Chinese students are not necessarily higher performers on complex, open-ended tasks measuring creativity, problem posing, and non-routine problem solving (Cai, 2000; Cai & Hwang, 2002; Chen et al., 2002).”
U.S. and Chinese Teachers' Constructing, Knowing, and Evaluating Representations to Teach Mathematics (2005, methodology): “All of these problems except one are directly adopted from the studies of U.S. and Chinese students’ thinking (e.g., Cai, 2000a; Cai & Hwang, 2002).”
Affect in mathematical problem posing: conceptualization, advances, and future directions for research (2020, background): “One key finding that has wide, longstanding support in the literature is that students’ problem posing and problem solving are closely related (see, e.g., Cai & Hwang, 2002; Ellerton, 1986; Kilpatrick, 1987; Silver & Cai, 1996; Webber & Leikin, 2016).”
Chinese Number Words, Culture, and Mathematics Learning (2010, background): “Chinese children tend to use symbolic representation, whereas American students frequently adopt visual or pictorial presentation (Cai, 2004; Cai & Hwang, 2002).”
The relation between the problem posing and problem solving skills of prospective elementary mathematics teachers (2010, methodology): “Problem posing is not independent from problem solving (Silver, 1994; Silver & Cai, 1996; Cai & Hwang, 2002; English, 2003).”