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ERIC Number: EJ1037545
Record Type: Journal
Publication Date: 2014-Feb
Pages: 20
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1571-0068
Interlocked Problem Posing and Children's Problem Posing Performance in Free Structured Situations
Cankoy, Osman
International Journal of Science and Mathematics Education, v12 n1 p219-238 Feb 2014
The aim of this study is to explore the mathematical problem posing performance of students in free structured situations. Two classes of fifth grade students (N = 30) were randomly assigned to experimental and control groups. The categories of the problems posed in free structured situations by the 2 groups of students were studied through inductive and deductive content analysis and coded in categories before and after a 5-week treatment. The treatment for the experimental group was the Interlocked Problem Posing Instruction in which student cognitive engagement was emphasized, and for the control group, it was Traditional Problem Posing Instruction. The results revealed that the experimental group students posed more solvable, reasonable and start-unknown problems than the control group students after the treatment.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A