NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1229148
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0305-5698
The Effects of Problem-Posing Intervention Types on Elementary Students' Problem-Solving
Kopparla, Mahati; Bicer, Ali; Vela, Katherine; Lee, Yujin; Bevan, Danielle; Kwon, Hyunkyung; Caldwell, Cassidy; Capraro, Mary M.; Capraro, Robert M.
Educational Studies, v45 n6 p708-725 2019
Problem posing is the act of creating one's own problems, unlike the traditional practice of solving problems posed by others. Problem posing is not a commonly taught topic. Though some students have difficulties acquiring problem-posing skills, the positive effects are far reaching. A quasi-experimental research design was used to determine the growth in problem-posing and -solving skills in a low socio-economic status rural elementary school. Teachers conducted mathematics learning centres daily while researchers conducted research-based intervention activities for 3 months. A short quiz was administered to students in grades 2-5 (N = 45) pre and post measuring problem-solving and problem-posing changes. A statistically significant difference (p < 0.05) was noted in both problem solving and problem posing. Results indicate that explicitly teaching problem posing in elementary classrooms is a worthwhile endeavour.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 2; Primary Education; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A