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ERIC Number: EJ1071265
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 45
The Effects of Problem Posing on Student Mathematical Learning: A Meta-Analysis
Rosli, Roslinda; Capraro, Mary Margaret; Capraro, Robert M.
International Education Studies, v7 n13 p227-241 2014
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.
Descriptors: Mathematics Instruction, Meta Analysis, Problem Solving, Teaching Methods, Effect Size, Instructional Effectiveness, Mathematics Achievement, Skill Development, Student Attitudes, Barriers, Coding, Statistical Analysis, Foreign Countries, Quasiexperimental Design, Pretests Posttests, Intervention, Program Effectiveness, Knowledge Level, Literature Reviews
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Publication Type: Journal Articles; Information Analyses; Reports - Research
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