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An investigation of relationships between students’ mathematical problem-posing abilities and their mathematical content knowledge

Van Harpen, Xianwei Y., Presmeg, Norma C.·2013·Educational Studies in Mathematics
DOI 10.1007/s10649-012-9456-0
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Research works printed but not linked: 23

  1. Akay, H., & Boz, N. (2009). Prospective teachers’ views about problem-posing activities. Procedia Social and Behavior Sciences, 1(1), 1192–1198. · doi:10.1016/j.sbspro.2009.01.215
  2. Berry, J. W., Poortinga, Y. H., Segall, M. H., & Dasen, P. R. (1992). Cross-cultural psychology: Research and applications. Cambridge, UK: Cambridge University Press.
  3. Cai, J. (2000). Mathematical thinking involved in US and Chinese students’ solving process-constrained and process-open problems. Mathematical Thinking and Learning, 2, 309–340. · DOI · Paper page
  4. Cai, J., & Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. Journal of Mathematical Behavior, 21(4), 401–421. · DOI · Paper page
  5. Ellerton, 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
  6. English, L. D. (1997). Promoting a problem-posing classroom. Teaching Children Mathematics, 4, 172–181. · DOI
  7. Guilford, J. P. (1959). Traits of creativity. In H. H. Anderson (Ed.), Creativity and its cultivation (pp. 142–161). New York: Harper.
  8. Krutetskii, V. A. (1976). The psychology of mathematical abilities in school children. Chicago: The University of Chicago Press.
  9. Mathematics Curriculum Development Group of Basic Education of Education Department [教育部基础教育司数学课程标准研制组]. (2002). The interpretation of mathematics curriculum (Trial Version).[数学课程标准(实验稿)解读]. Beijing: Beijing Normal University Press.
  10. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  11. Peverly, S. (2005). Moving past cultural homogeneity: Suggestions for comparisons of students’ educational outcomes in the United States and China. Psychology in the Schools, 42(3), 241–249. · DOI
  12. Presmeg, N. C. (1981). Parallel threads in the development of Albert Einstein’s thought and current ideas on creativity: What are the implications for the teaching of school mathematics? Unpublished M.Ed. dissertation in Educational Psychology, University of Natal.
  13. Priest, D. J. (2009). A problem-posing intervention in the development of problem-solving competence of underachieving middle-year students (Unpublished doctoral thesis). Queensland University of Technology, Brisbane, Australia.
  14. Schoenfeld, A. H. (1989). Teaching mathematical thinking and problem solving. In L. B. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: current cognitive research (pp. 83–103). Alexandria, VA: Association for Supervision and Curriculum Development.
  15. Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM-The International Journal on Mathematics Education, 97(3), 75–80. · DOI · Paper page
  16. Stoyanova, E. (1997). Extending and exploring students’ problem solving via problem posing: A study of years 8 and 9 students involved in mathematics challenge and enrichment stages of Euler enrichment program for young Australians. Unpublished doctoral dissertation, Edith Cowan University, Perth, Australia.
  17. Stoyanova, E., & Ellerton, N. F. (1996). A framework for research into students’ problem posing in school mathematics. In P. C. Clarkson (Ed.), Technology in mathematics education (pp. 518–525). Mathematics Education Research Group of Australasia. The University of Melbourne: Australia
  18. Torrance, E. P. (1988). The nature of creativity as manifest in its testing. In R. J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives (pp. 43–75). New York: Cambridge University Press.
  19. Wong, N. Y. (2004). The CHC learner’s phenomenon: its implications on mathematics education. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: perspectives from insiders (pp. 503–534). Singapore: World Scientific. · DOI
  20. Yuan, X., & Presmeg, N. (2010). An exploratory study of high school students’ creativity and mathematical problem posing in China and the United States. Proceedings of the 34th International Conference of the International Group for the Psychology of Mathematics Education, 4, 321–328.
  21. Yuan, X., & Sriraman, B. (2011). An exploratory study of relationships between students’ creativity and mathematical problem posing abilities—comparing Chinese and U.S students. In B. Sriraman & K. Lee (Eds.), The elements of creativity and giftedness in mathematics (pp. 5–28). Rotterdam, Netherlands: Sense. · DOI
  22. Zhang, D. (2004). The “two basics”: Mathematics teaching and learning in Mainland China. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: perspectives from insiders (pp. 189–207). Singapore: World Scientific. · DOI
  23. Zhang, D. (2005). The “two basics”: mathematics teaching in Mainland China. Shanghai, China: Shanghai Educational Publishing House.

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Metadata

Authors
Van Harpen, X. Y., & Presmeg, N. C.
Venue
Educational Studies in Mathematics
Publisher
Springer Science and Business Media LLC
Published
2013-01-20
Volume
83
Issue
1
Pages
117-132
ISSN
  • 0013-1954
  • 1573-0816
DOI
10.1007/s10649-012-9456-0
Cited by
65
References
0
Language
en
Licence
www.springer.com/tdm (tdm)

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CoChat. (2026). Citation check: An investigation of relationships between students’ mathematical problem-posing abilities and their mathematical content knowledge. https://app.cochat.ai/papers/10.1007/s10649-012-9456-0
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Van Harpen, X. Y., & Presmeg, N. C. (2013). An investigation of relationships between students’ mathematical problem-posing abilities and their mathematical content knowledge. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-012-9456-0

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