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Cited by 10Mathematics Education and PedagogyMathematics Education and Teaching TechniquesProblem and Project Based Learning

The DOI matches its Crossref record; 103 of the 103 references it cites were found in a registry or an index.

Effects of Engaging in Problem-Posing Interventions on Learners’ Cognitive Mathematics Outcomes: A Comprehensive Meta-Analysis

Ran, Hua, Cai, Jinfa, Hwang, Stephen, Han, Jaepil, Ma, Yue, Muirhead, Faith·2025·Journal for Research in Mathematics Education
DOI 10.5951/jresematheduc-2024-0105
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Abstract

This meta-analysis assessed the effectiveness of problem-posing interventions on learners’ cognitive learning outcomes. We systematically reviewed 26 quantitative studies published between 2002 and 2024. The results show a large, positive, and significant effect (Hedges’s ḡ = 0.53) of problem-posing interventions. A series of subgroup analyses found that (a) the effect was larger for interventions incorporating problem posing into technology-supported learning environments than it was for problem posing without technological support, and (b) the effect was larger when interventions engaged learners in problem posing using problem examples. These findings provide evidence about the features of problem-posing interventions that are effective in improving learners’ cognitive mathematical outcomes. We discuss implications for using and selecting problem-posing interventions.

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Crossref · 10.5951/jresematheduc-2024-0105

Cites

103 of 103 references verified0 citation errors · 0 not checkable

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Citations

Cites

Show all 103 references

Research works printed but not linked: 16

  1. Birch, M., & Beal, C. R. (2008). Problem posing in AnimalWatch: An interactive system for student-authored content. In D.Wilson & H. C.Lane (Eds.), Proceedings of the twenty-first International Florida Artificial Intelligence Research Society Conference (pp. 397–402). AAAI Press. https://aaai.org/papers/flairs-2008-096/
  2. Cohen J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
  3. *El Sayed, R. A.-E. (2002). Effectiveness of problem posing strategies on prospective mathematics teachers’ problem solving performance. Journal of Science and Mathematics Education in Southeast Asia, 25(1), 56–69.
  4. Harlen, W. (2014). Helping children’s development of inquiry skills. Inquiry in Primary Science Education, 1(1), 5–19.
  5. *Hirashima, T., Yokoyama, T., Okamoto, M., & Takeuchi, A. (2007). Learning by problem-posing as sentence-integration and experimental use. In R.Luckin, K. R.Koedinger, & J.Greer (Eds.), Proceedings of the 2007 Conference on Artificial Intelligence in Education: Building technology rich learning contexts that work (pp. 254–261). IOS Press.
  6. *Hsiao, J.-Y., Hung, C.-L., Lan, Y.-F., & Jeng, Y.-C. (2013). Integrating worked examples into problem posing in a web-based learning environment. The Turkish Online Journal of Educational Technology, 12(2), 166–176.
  7. Jacobse, A. E., & Harskamp, E. G. (2011). A meta-analysis of the effects of instructional interventions on students’ mathematics achievement. Gronings Instituut voor Onderzoek van Onderwijs, Opvoeding en Ontwikkeling, Rijksuniversiteit Groningen. https://hdl.handle.net/11370/1a0ea36d-3ca3-4639-9bb4-6fa220e50f38
  8. Leung, I. K. C., & Carbone, R. E. (2013). Pre-service teachers’ knowledge about fraction division reflected through problem posing. The Mathematics Educator, 14(1–2), 80–92. https://math.nie.edu.sg/ame/matheduc/tme/tmeV14_1/5.pdf
  9. Lin, P.-J. (2004). Supporting teachers on designing problem-posing tasks as a tool of assessment to understand students’ mathematical learning. In M. J.Høines & A. B.Fuglestad (Eds.), Proceedings of the 28th conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 257–264). Bergen University.
  10. *Ozdemir, A. S., & Sahal, M. (2018). The effect of teaching integers through the problem posing approach on students’ academic achievement and mathematics attitudes. Eurasian Journal of Educational Research, 78, 117–138. http://files.eric.ed.gov/fulltext/EJ1198907.pdf
  11. Pólya, G. (1957). How to solve it (2nd ed.). Doubleday.
  12. Proulx, J., & Maheux, J.-F. (2017). From problem solving to problem posing, and from strategies to laying down a path in solving: Taking Varela’s ideas to mathematics education research. Constructivist Foundations, 13(1), 160–167. http://constructivist.info/13/1/160
  13. Schroeder, T. L., & Lester, F. K., Jr. (1989). Developing understanding in mathematics via problem solving. In P. R.Trafton & A. P.Shulte (Eds.), New directions for elementary school mathematics (pp. 31–42). National Council of Teachers of Mathematics.
  14. Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19–28. https://flm-journal.org/Articles/2A5D152778141F58C1966ED8673C15.pdf
  15. Tichá, M., & Hošpesová, A. (2010). Problem posing and development of pedagogical content knowledge in pre-service teacher training. In V.Durand-Guerrier, S.Soury-Lavergne, & F.Arzarello (Eds.), Proceedings of the sixth congress of the European Society for Research in Mathematics Education (pp. 1941–1950). Institut National de Recherche Pédagogique. https://ife.ens-lyon.fr/publications/edition-electronique/cerme6/wg10-26-ticha.pdf
  16. *Walkington, C. (2017). Design research on personalized problem posing in algebra. In E.Galindo & J.Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 195–202). Hoosier Association of Mathematics Teacher Educators.

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Metadata

Authors
Ran, H., Cai, J., Hwang, S., Han, J., Ma, Y., & Muirhead, F.
Affiliations
  • Jiangnan University (CN)
  • University of Delaware (US)
  • University of Wyoming (US)
ORCID
Venue
Journal for Research in Mathematics Education
Publisher
National Council of Teachers of Mathematics
Published
2025-11
Volume
56
Issue
5
Pages
259-282
ISSN
  • 0021-8251 (ISSN-L)
  • 1945-2306
DOI
10.5951/jresematheduc-2024-0105
OpenAlex
W4415985383
Semantic Scholar
75ade0b4b4a5a9e87314d859129fa56e9c6a0c58
Cited by
10
References
103
Citations by year
2026: 10
FWCI
8.04
Type
journal article
Language
en
Open access
closed
Locations
Journal for Research in Mathematics Education (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 achievement, cognitive learning outcomes, technology-enhanced learning environments, mathematics education

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CoChat. (2026). Citation check: Effects of Engaging in Problem-Posing Interventions on Learners’ Cognitive Mathematics Outcomes: A Comprehensive Meta-Analysis. https://app.cochat.ai/papers/10.5951/jresematheduc-2024-0105
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Ran, H., Cai, J., Hwang, S., Han, J., Ma, Y., & Muirhead, F. (2025). Effects of Engaging in Problem-Posing Interventions on Learners’ Cognitive Mathematics Outcomes: A Comprehensive Meta-Analysis. Journal for Research in Mathematics Education. https://doi.org/10.5951/jresematheduc-2024-0105

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