ERIC Number: EJ999499
Record Type: Journal
Publication Date: 2013-May
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1954
EISSN: N/A
Mathematical Problem Posing as a Measure of Curricular Effect on Students' Learning
Cai, Jinfa; Moyer, John C.; Wang, Ning; Hwang, Stephen; Nie, Bikai; Garber, Tammy
Educational Studies in Mathematics, v83 n1 p57-69 May 2013
In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students who had used a standards-based curriculum in middle school performed equally well or better in high school than students who had used more traditional curricula. The findings from this study not only show evidence of strengths one might expect of students who used the standards-based reform curriculum but also bolster the feasibility and validity of problem posing as a measure of curriculum effect on student learning. In addition, the findings of this study demonstrate the usefulness of employing a qualitative rubric to assess different characteristics of students' responses to the posing tasks. Instructional and methodological implications of this study, as well as future directions for research, are discussed.
Descriptors: Middle Schools, Educational Change, Academic Achievement, Problem Solving, Mathematics, Mathematics Education, Middle School Students, Mathematics Curriculum
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A