Volume 2, Issue 3 (9-2014)
نظریه و عمل 2014, 2(3): 117-140 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Eskandari M, Reyhani E. (2014). Investigating the process of problem posing. نظریه و عمل. 2(3), 117-140.
URL: http://cstp.khu.ac.ir/article-1-2113-en.html
URL: http://cstp.khu.ac.ir/article-1-2113-en.html
Abstract: (17547 Views)
Abstract: In the first part of this study, first a brief introduction of problem posing was present and then, some frameworks and classifications of problem posing were reviewed. In the second part of the study the research that has been conducted in Iran was introduced. This quasi-experimental study was conducted with experimental and control groups which aimed to investigate the impact of fostering mathematics problem posing skills on 8th grade students’ ability to solve mathematical problems. The findings of the first part showed that problem posing skills was associated with problem solving ability, creativity and divergent thinking, and they improved each other. Problem posing process also could be used as a tool to gain a greater awareness of what's going on in the minds of students. T-test analysis of the second part of paper showed that doing problem posing activities in the classroom made a significant difference in students' problem solving skills.
Keywords: Keyword Problem Solving, Problem Posing, Mathematics Education, Curriculum, mathematics Teaching
Type of Study: Research |
Accepted: 2017/07/2 | Published: 2017/07/2
Accepted: 2017/07/2 | Published: 2017/07/2
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
