The effects of problem-posing intervention types on elementary students’ problem-solving
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© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. 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.
author list (cited authors)
Kopparla, M., Bicer, A., Vela, K., Lee, Y., Bevan, D., Kwon, H., ... Capraro, R. M.