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Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing
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In the citing paper
“Moreover, students often produce problems that are nonmathematical, irrelevant, unsolvable, unclear, or contain errors (Cai & Hwang, 2002;Zhang et al., 2022).”
From Approaches to Supporting and Measuring Mathematical Problem Posing: A Systematic Review of Interventions in Mathematics Education (2025) · cites this paper as Cai & Hwang, 2002
In the citing paper
“These meta-analytic results are supportive of similar results in previous individual studies”
From The Effects of Problem Posing on Student Mathematical Learning: A Meta-Analysis (2014) · cites this paper as Cai & Hwang, 2002
In the citing paper
“The educational benefits regarding proficiency in both mathematics and problem posing, however, appear to be reciprocal as studies have also shown that students' mathematical proficiency also influenced their problem posing (Cai & Hwang, 2002).”
From Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing (2018) · cites this paper as Cai & Hwang, 2002
In the citing paper
“Results from previous studies indicate and affirm this relation between problem-posing proficiency and mathematical proficiency.”
From Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing (2018) · cites this paper as Cai & Hwang, 2002
In the citing paper
“Researchers have found that engaging in problem posing, which is an advanced mathematical activity, can develop students' mathematical thinking (Henningsen & Stein, 1997), mathematical reasoning (Cai & Hwang, 2002), mathematical knowledge, and creative thinking (Leung & Silver, 1997), all of which are relevant components of mathematical proficiency.”
From Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing (2018) · cites this paper as Cai & Hwang, 2002
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Citations
Cited by
Embedding game-based problem-solving phase into problem-posing system for mathematics learning
Chang, K.-E., Wu, L.-J., Weng, S.-E., & Sung, Y.-T. (2012) · Computers & Education · doi:10.1016/j.compedu.2011.10.002 · Cited by 253
The Chinese classroom paradox: A cross-cultural comparison of teacher controlling behaviors.
Zhou, N., Lam, S.-F., & Chan, K. C. (2012) · Journal of Educational Psychology · doi:10.1037/a0027609 · Cited by 191
Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing
Lee, Y., Capraro, R. M., & Capraro, M. M. (2018) · International Electronic Journal of Mathematics Education · doi:10.12973/iejme/2698 · Cited by 142
Problem-posing research in mathematics education: looking back, looking around, and looking ahead
Silver, E. A. (2013) · Educational Studies in Mathematics · doi:10.1007/s10649-013-9477-3 · Cited by 130
Can ChatGPT support prospective teachers in physics task development?
Küchemann, S., Steinert, S., Revenga, N., Schweinberger, M., Dinc, Y., Avila, K. E., & Kuhn, J. (2023) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.19.020128 · Cited by 132
Metadata
- Authors
- Cai, J., & Hwang, S.
- Venue
- The Journal of Mathematical Behavior
- Publisher
- Elsevier BV
- Published
- 2002-01
- Volume
- 21
- Issue
- 4
- Pages
- 401-421
- ISSN
- 0732-3123 (ISSN-L)
- OpenAlex
- W1990272806
- Cited by
- 320
- References
- 0
- FWCI
- 8.39
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. https://app.cochat.ai/papers/10.1016/s0732-3123(02)00142-6
- The paper
- Cai, J., & Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. The Journal of Mathematical Behavior. https://doi.org/10.1016/s0732-3123(02)00142-6
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.
