The effects of problem posing on student mathematical learning: A meta-analysis

Roslinda Rosli, Mary Margaret Capraro, Robert M. Capraro

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

The purpose of the study was to meta-synthesize research findings on the effectiveness of problem posing and to investigate the factors that might affect the incorporation of problem posing in the teaching and learning of mathematics. The eligibility criteria for inclusion of literature in the meta-analysis was: published between 1989 and 2011, reported problem posing as an intervention, employed experimental research design, and provided data necessary to compute effect sizes. The large positive effect sizes (Hedges' g) showed that problem posing activities provide considerable benefits for: mathematics achievement, problem solving skills, levels of problems posed, and attitudes toward mathematics. Several noteworthy limitations of this study were discussed.

Original languageEnglish
Pages (from-to)227-241
Number of pages15
JournalInternational Education Studies
Volume7
Issue number13
DOIs
Publication statusPublished - 2014

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Keywords

  • Mathematical problem posing
  • Meta-analysis
  • Teaching strategies

ASJC Scopus subject areas

  • Education

Cite this

The effects of problem posing on student mathematical learning : A meta-analysis. / Rosli, Roslinda; Capraro, Mary Margaret; Capraro, Robert M.

In: International Education Studies, Vol. 7, No. 13, 2014, p. 227-241.

Research output: Contribution to journalArticle

Rosli, Roslinda ; Capraro, Mary Margaret ; Capraro, Robert M. / The effects of problem posing on student mathematical learning : A meta-analysis. In: International Education Studies. 2014 ; Vol. 7, No. 13. pp. 227-241.
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