The DOI matches its Crossref record.
Exploring underprepared undergraduate students’ mathematical problem posing
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.
Integrity signals
Registry
Cites
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.
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?
In the citing paper
“However, few studies (Silber and Cai 2021 being the exception) examine problem-posing with DM students.”
From The Impacts of Problem‐Posing Intervention on the Mathematical Proficiency of Undergraduate Developmental Mathematics Students' Developmental Mathematics (2026) · cites this paper as Silber and Cai 2021
In the citing paper
“In summary, the literature highlights the benefits of problemposing, even for students who may struggle with mathematics (Cai and Hwang 2023;Silber and Cai 2021).”
From The Impacts of Problem‐Posing Intervention on the Mathematical Proficiency of Undergraduate Developmental Mathematics Students' Developmental Mathematics (2026) · cites this paper as Silber and Cai 2021
In the citing paper
“Problem-posing not only sparks students' interest in learning mathematics (Silber and Cai 2021) but also encourages them to engage in meaningful and relatable mathematical investigations (English 2020).”
From The Impacts of Problem‐Posing Intervention on the Mathematical Proficiency of Undergraduate Developmental Mathematics Students' Developmental Mathematics (2026) · cites this paper as Silber and Cai 2021
In the citing paper
“The engagement lowered their continued anxieties about mathematics, helped personalize and humanize the content, and showed the potential for mathematics to no longer be a barrier for DM students (Silber and Cai 2021).”
From The Impacts of Problem‐Posing Intervention on the Mathematical Proficiency of Undergraduate Developmental Mathematics Students' Developmental Mathematics (2026) · cites this paper as Silber and Cai 2021
In the citing paper
“Where DM students have historically focused on strict computation and”
From The Impacts of Problem‐Posing Intervention on the Mathematical Proficiency of Undergraduate Developmental Mathematics Students' Developmental Mathematics (2026) · cites this paper as Silber and Cai 2021
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
No references could be resolved yet.
Research works printed but not linked: 35
- Austin, P., Carbone, R. E., & Webb, P. (2011). Prospective primary school teachers’ attempts to pose acceptable word problems on the addition of fractions: Some insights from South Africa and the United States of America. African Journal of Research in Mathematics, Science and Technology Education, 15(2), 168–178. https://doi.org/10.1080/10288457.2011.10740710 · doi:10.1080/10288457.2011.10740710
- Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75, 311–328. https://doi.org/10.1007/s10649-010-9260-7 · DOI
- Bressoud, D. M., Carlson, M. P., Pearson, J. M., and Rasmussen, C. (2012, July). Preliminary results of the study on characteristics of successful programs in college calculus. Paper presented at the 12th International Congress on Mathematical Education, Seoul, Korea.
- Brezavšček, A., Jerebic, J., Rus, G., & Žnidaršič, A. (2020). Factors influencing mathematics achievement of university students of social sciences. Mathematics, 8, 2134 · DOI
- Cai, J., & Cifarelli, V. (2005). Exploring mathematical exploration: How two college students formulated and solved their own mathematical problems. Focus on Learning Problems in Mathematics, 27(3), 43
- 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
- Cai, J. Hwang, S., Jiang, C., and Silber, S. (2015). Problem-posing research in mathematics education: Some answered and unanswered questions. In Mathematical problem posing (pp. 3–34). Springer, New York, NY. · DOI
- Cai, J., Moyer, J., Wang, N., Hwang, S., Nie, B., & Garber, T. (2013). Mathematical problem posing as a measure of curricular effect on students’ learning. Educational Studies in Mathematics, 83(1), 57–69. https://doi.org/10.1007/s10649-012-9429-3 · DOI
- Carlson, M., & Bloom, I. (2005). The cyclic nature of problem solving: An emergent multidimensional problem-solving framework. Educational Studies in Mathematics, 58(1), 45–75 · DOI · Paper page
- Christou, C., Mousoulides, N., Pittalis, M., Pitta-Pantazi, D., & Sriraman, B. (2005). An empirical taxonomy of problem posing processes. ZDM Mathematics Education, 37(3), 149–158. https://doi.org/10.1007/s11858-005-0004-6 · DOI · Paper page
- Cifarelli, V. V., & Cai, J. (2005). The evolution of mathematical explorations in open-ended problem-solving situations. The Journal of Mathematical Behavior, 24(3–4), 302–324. https://doi.org/10.1016/j.jmathb.2005.09.007 · DOI
- DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141–151 · DOI · Paper page
- English, L. (1997). The development of fifth-grade children’s problem-posing abilities. Educational Studies in Mathematics, 34(3), 183–217. https://doi.org/10.2307/3482836 · doi:10.2307/3482836
- Gonzales, N. (1998). A blueprint for problem posing. School Science and Mathematics, 98(8), 448–456 · DOI
- Gueudet, G. (2008). Investigating the secondary-tertiary transition. Educational Studies in Mathematics, 67, 236–254 · DOI · Paper page
- Hoyt, J. E., and Sorensen, C. T. (2001). High school preparation, placement testing, and college remediation. Journal of Developmental Education, 25(2), 26–28,30,32–34.
- Hwang, S., & Cai, J. (2019). Integrating precalculus with calculus: A brief review. University of Delaware.
- Kaiser, G. and Buchholtz, N. (2014) Overcoming the gap between university and school mathematics: The impact of an innovative program in mathematics teacher education at the Justus-Liebig University in Giessen. In In S. Rezat, M. Hattermann and A. Peter-Koop (Ed.). Transformation—A fundamental Idea of mathematics education (pp. 85 – 105). Springer. https://doi.org/10.1007/978-1-4614-3489-4_5 · DOI
- Kilpatrick, J. (1987). Problem formulating: Where do good problems come from? In A. H. Schoenfeld (Ed.), Cognitive Science and Mathematics Education (pp. 123–147). Routledge.
- Merisotis, J. P., & Phipps, R. (2000). Remedial education in colleges and universities: What’s really going on? The Review of Higher Education, 24(1), 67–85. https://doi.org/10.1353/rhe.2000.0023 · DOI · Paper page
- Middleton, J., Jansen, A., and Goldin, G. A. (2017). The complexities of mathematical engagement: Motivation, affect, and social interactions. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 667–699). NCTM.
- Moran, K. (2008). Examining the mathematical preparedness of first year college students entering college directly from traditional high schools in Connecticut. Research and Teaching in Developmental Education, 25(1), 30–44
- Moyer, J. C., Robison, V., & Cai, J. (2018). Attitudes of high-school students taught using traditional and reform mathematics curricula in middle school: A retrospective analysis. Educational Studies in Mathematics, 98, 115–134 · DOI
- Nardi, E., and Steward, S. (2003). Is mathematics T.I.R.E.D? A profile of quiet disaffection in the secondary mathematics classroom. British Educational Research Journal, 29(3), 345–367. · DOI · Paper page
- Polya, G. (2009). How to solve it: A new aspect of mathematical method. Ishi Press.
- Robinson, C., Galligan, L., Hussain, Z., Abdullah, S., Frederiks, A., & Wandel, A. (2019). Student perceptions of mathematics readiness from a university preparation program to undergraduate studies. Adults Learning Mathematics: An International Journal, 14(2), 6–22
- Schattschneider, D. (2006). College precalculus can be a barrier to calculus: Integration of precalculus with calculus can achieve success. In N. B. Hastings, F. S. Gordon, S. P. Gordon, & J. Narayan (Eds.), A fresh start for collegiate mathematics: Rethinking the courses below calculus. (pp. 285–294). Mathematical Association of America. · doi:10.5948/upo9781614443025.040
- Silber, S., & Cai, J. (2017). Pre-service teachers’ free and structured mathematical problem posing. International Journal of Mathematical Education in Science and Technology, 48(2), 163–184. https://doi.org/10.1080/0020739X.2016.1232843 · DOI
- Silver, E. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19–28. https://doi.org/10.2307/40248099 · doi:10.2307/40248099
- Silver, E., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27(5), 521–539. https://doi.org/10.2307/749846 · DOI · Paper page
- Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25(1), 166–175. https://doi.org/10.1016/j.tate.2008.08.003 · DOI · Paper page
- Trusty, J., & Niles, S. G. (2003). High-school math courses and completion of the bachelors degree. Professional School Counseling, 7(2), 99–107
- Vandenbussche, J., Ritter, L., & Scherrer, C. (2018). An incentivized early remediation program in Calculus I. International Journal of Mathematical Education in Science and Technology, 49(8), 1235–1249. https://doi.org/10.1080/0020739X.2018.1458340 · DOI
- Yusof, Y. M., & Tall, D. (1998). Changing attitudes to university mathematics through problem solving. Educational Studies in Mathematics, 37, 67–82 · doi:10.1023/a:1003456104875
- Zakaria, E., & Nordin, N. M. (2008). The effects of mathematics anxiety on matriculation students as related to motivation and achievement. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 27–30 · DOI · Paper page
Cited by
Empirical research on problem solving and problem posing: a look at the state of the art
Liljedahl, P., & Cai, J. (2021) · ZDM – Mathematics Education · doi:10.1007/s11858-021-01291-w · Cited by 171
Self-citationWhat Research Says About Teaching Mathematics Through Problem Posing
Cai, J. (2022) · Éducation et didactique · doi:10.4000/educationdidactique.10642 · Cited by 114
Self-citationTeaching Mathematics through Problem Posing: four practices for handling students’ posed problems
Ma, Y., & Cai, J. (2024) · Revemop · doi:10.33532/revemop.e2024009 · Cited by 4
Self-citationSevier, J., Fernandes, A., & Cifarelli, V. (2026) · School Science and Mathematics · doi:10.1111/ssm.18361 · Cited by 3
Metadata
- Authors
- Silber, S., & Cai, J.
- ORCID
- Silber, Steven
- Venue
- ZDM – Mathematics Education
- Published
- 2021-06-01
- Volume
- 53
- Issue
- 4
- Pages
- 877-889
- ISSN
- 1863-9690
- 1863-9704
- Cited by
- 40
- References
- 0
- Language
- en
- Licence
- www.springer.com/tdm (tdm)
- www.springer.com/tdm (vor)
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: Exploring underprepared undergraduate students’ mathematical problem posing. https://app.cochat.ai/papers/10.1007/s11858-021-01272-z
- The paper
- Silber, S., & Cai, J. (2021). Exploring underprepared undergraduate students’ mathematical problem posing. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-021-01272-z
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.