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Children's Problem Posing within Formal and Informal Contexts
Abstract
This study investigated the problem-posing abilities of third-grade children who displayed different profiles of achievement in number sense and novel problem solving. The study addressed (a) whether children recognize formal symbolism as representing a range of problem situations, (b) whether children generate a broader range of problem types for informal number situations, (c) how children from different achievement profiles respond to problem-posing activities in formal and informal contexts, and (d) whether children's participation in a problem-posing program leads to greater diversity in problems posed. Among the findings were children's difficulties in posing a range of problems in formal contexts, in contrast to informal contexts. Children from different achievement profiles displayed different response patterns, reflected in the balance of structural and operational complexity shown in their problems.
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“the use of unstructured situations like those employed in the questionnaires have been shown to attract problem posers' attention (English, 1998) and develop their flexibility of thinking by connecting mathematics with wide range of real-world scenarios (Bonotto, 2013).”
From Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing (2018) · cites this paper as English, 1998
In the citing paper
“formulating problems gives students opportunities to examine the structure of the problems, contributes to their understanding, and develops their problem-solving skills”
From The Impacts of Problem‐Posing Intervention on the Mathematical Proficiency of Undergraduate Developmental Mathematics Students' Developmental Mathematics (2026) · cites this paper as English 1998
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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
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
A web‐based learning system for question‐posing and peer assessment
Yu, F., Liu, Y., & Chan, T. (2005) · Innovations in Education and Teaching International · doi:10.1080/14703290500062557 · Cited by 140
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
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
Metadata
- Authors
- English, L. D.
- Venue
- Journal for Research in Mathematics Education
- Published
- 1998-01
- Volume
- 29
- Issue
- 1
- Pages
- 83
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W2033418659
- Cited by
- 304
- References
- 0
- FWCI
- 6.41
- Type
- journal article
- Language
- en
- Open access
- closed
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- English, L. D. (1998). Children's Problem Posing within Formal and Informal Contexts. Journal for Research in Mathematics Education. https://doi.org/10.2307/749719
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.
