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ERIC Number: EJ1071265
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1913-9020
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.
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A