The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Developing pre-service teachers understanding of fractions through problem posing
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Claims the paper makes
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Claims other papers make about this one
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In the citing paper
“many of students' posed problems need modification.”
From Teaching Mathematics through Problem Posing: four practices for handling students’ posed problems (2024) · cites this paper as Toluk-Uçar, 2009
In the citing paper
“Toluk-Uçar's (2009) study on the effect of problem posing on preservice teachers' understanding of fractions showed that these teachers had a better conceptual understanding of fractions when they were taught through problem posing.”
From Teaching Mathematics through Problem Posing: four practices for handling students’ posed problems (2024) · cites this paper as Toluk-Uçar, 2009
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Citations
Cites
Henningsen, M., & Stein, M. K. (1997) · Journal for Research in Mathematics Education · doi:10.2307/749690 · Cited by 884
Cited by
The Effects of Problem Posing on Student Mathematical Learning: A Meta-Analysis
Rosli, R., Capraro, M. M., & Capraro, R. M. (2014) · International Education Studies · doi:10.5539/ies.v7n13p227 · Cited by 106
Preservice teachers’ mathematical understanding exhibited in problem posing and problem solving
Yao, Y., Hwang, S., & Cai, J. (2021) · ZDM – Mathematics Education · doi:10.1007/s11858-021-01277-8 · Cited by 78
A Meta-Analysis of the Impact of Problem Posing Strategies on Students’ Learning of Mathematics
KUL, Ü., & ÇELİK, S. (2020) · Revista Romaneasca pentru Educatie Multidimensionala · doi:10.18662/rrem/12.3/325 · Cited by 31
Ran, H., Cai, J., Hwang, S., Han, J., Ma, Y., & Muirhead, F. (2025) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc-2024-0105 · Cited by 10
Teaching 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
Metadata
- Authors
- Toluk-Uçar, Z.
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2009-01
- Volume
- 25
- Issue
- 1
- Pages
- 166-175
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2020280800
- Cited by
- 168
- References
- 1
- FWCI
- 10.02
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: Developing pre-service teachers understanding of fractions through problem posing. https://app.cochat.ai/papers/10.1016/j.tate.2008.08.003
- The paper
- Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2008.08.003
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.
