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Cited by 55Mathematics Education and PedagogyMathematics Education and Teaching TechniquesProblem and Project Based Learning

The DOI matches its Crossref record; 57 of the 58 references it cites were found in a registry or an index, and 1 are not checked yet.

A Meta-Analysis on the Effects of Problem-Posing in Mathematics Education on Performance and Dispositions

Wang, Min, Walkington, Candace, Rouse, Amy·2022·Investigations in Mathematics Learning
DOI 10.1080/19477503.2022.2105104
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Abstract

The purpose of this meta-analysis is to examine the effect of problem-posing on students’ mathematical academic outcomes, including problem-solving skills, problem-posing skills, mathematical dispositions, and mathematics achievement. Twenty-one studies that were published between 1990 and 2019 with problem-posing as the intervention were included in the meta-analysis. A random-effects model was employed with robust variance estimation (RVE) to correct for the intercorrelation between effect sizes when necessary. The estimated average standardized mean difference effect size of problem-posing interventions (g = 0.64) demonstrated that problem-posing had a positive impact on students’ academic outcomes. Specifically, across the interventions, students’ problem-solving skills and mathematical achievement improved by engaging in problem-posing activities. The moderator analyses revealed that problem-posing interventions were more effective when structured, semi-structured, and free problem-posing tasks were all implemented, and longer-duration intervention was associated with larger improvement in students’ mathematical dispositions.

Overview

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Citations

Cites

Show all 57 references

Research works printed but not linked: 21

  1. Abu Elwan, R. (1999). The development of mathematical problem posing skills for prospective middle school teachers. In A. Rogerson (Ed.), Proceedings of the International Conference on Mathematical Education into the 21st century: Social Challenges, Issues and Approaches, (Vol. 2, pp.1–8), Cairo, Egypt.
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  3. Armstrong, A. C. (2013). Problem posing as storyline: Collective authoring of mathematics by small groups of middle school students (Doctoral dissertation). University of British Columbia.
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Metadata

Authors
Wang, M., Walkington, C., & Rouse, A.
Affiliations
Southern Methodist University (US)
Corresponding author
Wang, Min
ORCID
Venue
Investigations in Mathematics Learning
Publisher
Informa UK Limited
Published
2022-07-31
Volume
14
Issue
4
Pages
265-287
ISSN
  • 1947-7503 (ISSN-L)
  • 2472-7466
DOI
10.1080/19477503.2022.2105104
OpenAlex
W4289028875
Cited by
55
References
57
Citations by year
2026: 22 · 2025: 15 · 2024: 15 · 2023: 2 · 2022: 1
FWCI
1.19
Type
journal article
Language
en
Open access
closed
Locations
Investigations in Mathematics Learning (publishedVersion)
Topics
  • Social Sciences › Education › Mathematics Education and Pedagogy
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Problem and Project Based Learning
Keywords
problem posing, mathematics education, mathematics achievement, problem-solving skills, mathematical disposition, intervention duration, mathematics learning

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CoChat. (2026). Citation check: A Meta-Analysis on the Effects of Problem-Posing in Mathematics Education on Performance and Dispositions. https://app.cochat.ai/papers/10.1080/19477503.2022.2105104
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Wang, M., Walkington, C., & Rouse, A. (2022). A Meta-Analysis on the Effects of Problem-Posing in Mathematics Education on Performance and Dispositions. Investigations in Mathematics Learning. https://doi.org/10.1080/19477503.2022.2105104

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

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