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

By Jinfa Cai, John Moyer, Ningjuan Wang, Stephen Hwang, Bikai Nie, Tammy Garber. 2013

155 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/fa10af94c06d1cfe322a7f12f23509e747235511

How researchers see this paper

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

In Education

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

Citations in the corpus

• The effects of problem-posing intervention types on elementary students’ problem-solving (2018, unknown): “Even though some prior research suggests an implicit connection between problem posing and problem solving (Cai et al. 2013), few studies have reported the measured effects of problem posing alone.”
• 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).”