Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 151

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

The role of task format, mathematics knowledge, and creative thinking on the arithmetic problem posing of prospective elementary school teachers

Leung, Shukkwan S., Silver, Edward A.·1997·Mathematics Education Research Journal
DOI 10.1007/bf03217299
Open this paper in CoChat — free account

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1007/bf03217299

Cites

1 of 1 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 1 references

Research works printed but not linked: 26

  1. Brown, S. I., & Walter, M. I. (1990).The art of problem posing (2nd edition). Hillsdale, NJ: Lawrence Erlbaum Associates.
  2. Butts, T. (1980). Posing problems properly. In S. Krulik & R. E. Reys (Eds.),Problem solving in school mathematics (pp. 23–33). Reston, VA: National Council of Teachers of Mathematics.
  3. Educational Testing Service (1986).The PPST guide. Princeton, NJ: Author.
  4. Ellertoft, N. F. (1986). Children’s made up mathematics problems— A new perspective on talented mathematicians.Educational Studies in Mathematics, 17, 261–271. · DOI · Paper page
  5. Getzels, J. W., & Jackson, P. W. (1962).Creativity and intelligence: Exploration with gifted students. New York: John Wiley.
  6. Goldin, G. A., & McClintock, C. E. (1979).Task variables in mathematical problem solving. Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education.
  7. Gonzales, N. A. (1996). Problem formulation: Insights from student generated questions.School Science and Mathematics, 96(3), 152–157. · DOI
  8. Greer, B., & McCann, M. (1991). Children’s word problems matching multiplication and division calculations. In F. Furinghetti (Ed.),Proceedings of the Fifteen International Conference for the Psychology of Mathematics (pp. 80–87). Assisi, Italy: Author.
  9. Guilford, J. P. (1967).The nature of human intelligence. New York: McGraw-Hill.
  10. Hashimoto, Y. (1987). Classroom practice of problem solving in Japanese elementary schools. In J. Becker & T. Miwa (Eds.),Proceedings of the U.S.-Japan seminar on mathematical problem solving (pp. 94–119). Carbondale, IL: Southern Illinois University.
  11. Haylock, D. W. (1987). A framework for assessing mathematical creativity in school children.Educational Studies in Mathematics, 18, 59–74. · DOI
  12. Keil, G. E. (1965). Writing and solving original problems as a means of improving verbal arithmetic problem solving ability.Dissertation Abstracts, 25, 7109–7110. (University microfilms No. 65-2376).
  13. Krutetskii, V. A. (1976).The psychology of mathematical abilities in school children. Chicago: University of Chicago Press.
  14. Leung, S. S. (1993). The relation of mathematical knowledge and creative thinking to the mathematical problem posing of prospective elementary school teachers on tasks differing in numerical information content. Unpublished doctoral dissertation, University of Pittsburgh.
  15. Leung, S. S. (1994). On analyzing problem-posing processes: A study of prospective elementary teachers differing in mathematics knowledge. In J. P. da Ponte & J. F. Matos (Eds.),Proceedings of the 18th International conference of the International Group for the Psychology of Mathematics Education, (pp. 168–175). Lisbon, Portugal: International Group for the Psychology of Mathematics Education.
  16. Leung, S. S. (1996). Problem Posing as Assessments: Reflections and Re-constructions.The Mathematics Educators, 1 (2), 159–171.
  17. Leung, S. S. (1997). On the role of creative thinking in problem posing.Zentralbatt fur Didaktik der Mathematik (ZDM), International Review on Mathematical Education, 97(2), 48–52.
  18. National Council of Teachers of Mathematics (1989).Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
  19. National Council of Teachers of Mathematics (1991).Professional standards for teaching mathematics. Reston, VA: Author.
  20. Newell, A., & Simon, H. A. (1972).Human problem solving. Englewood Cliffs, NJ: Prentice Hall.
  21. Perez, J. A. (1985).Effects of student-generated problems on problem solving performance. Unpublished doctoral dissertation, Teachers College, Columbia University.
  22. Polya, G. (1945).How to solve it (2nd ed.). New York: Doubleday. · DOI · Paper page
  23. Silver, E. A. (1994). On mathematical problem posing.For the Learning of Mathematics, 14(1), 19–28.
  24. Silver, E. A., Mamona, J., Leung, S. S., & Kenney, P. A. (1996). Posing mathematical problems: An exploratory study.Journal for Research in Mathematics Education, 27(3), 293–309. · doi:10.2307/749366
  25. Torrance, E. P. (1966).Torrance tests of creative thinking: Norms-technical manual. Englewood Cliffs, NJ: Personell Press.
  26. Winograd, K. (1991).Writing, solving and sharing original math story problems: Case studies in the cognitive behavior of fifth grade children. Unpublished doctoral dissertation, University of Northern Colorado.

Cited by

See all 151

Metadata

Authors
Leung, S. S., & Silver, E. A.
Venue
Mathematics Education Research Journal
Publisher
Springer Science and Business Media LLC
Published
1997-05
Volume
9
Issue
1
Pages
5-24
ISSN
  • 1033-2170
  • 2211-050X
DOI
10.1007/bf03217299
Cited by
151
References
1
Language
en
Licence
www.springer.com/tdm (tdm)

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: The role of task format, mathematics knowledge, and creative thinking on the arithmetic problem posing of prospective elementary school teachers. https://app.cochat.ai/papers/10.1007/bf03217299
The paper
Leung, S. S., & Silver, E. A. (1997). The role of task format, mathematics knowledge, and creative thinking on the arithmetic problem posing of prospective elementary school teachers. Mathematics Education Research Journal. https://doi.org/10.1007/bf03217299

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.