A Meta-Analysis on the Effects of Problem-Posing in Mathematics Education on Performance and Dispositions

Investigating problem-posing during math walks in informal learning spaces

“…The results suggested that students were able to pose more complex problems by the end of the program in the post-survey than in the pre-survey, which validated the positive effect of this online program. In addition, students posed more complex problems in the Final Walk project than in the video-watching activities and the pre- and post-survey, which resonated with the finding from the meta-analysis introduced earlier (Wang et al, 2022 ) that including free problem-posing tasks could increase students' performance. However, the results also indicated that even though both #STEMlens and Final Walk were free problem-posing tasks, the problems students generated in the #STEMlens activity were significantly less complicated than the Final Walk problems.…”

“…One explanation for this insignificant result is the small sample size. A recent meta-analysis calculated the average weighted effect size of students' dispositions after attending problem-posing interventions and reported an effect size of 0.54 (Wang et al, 2022 ). According to the power analysis with G * Power (Faul et al, 2009 ), in order to compare students' dispositions between two dependent means, the total sample size should be equal to or greater than 47.…”

“…Extant studies suggested that integrating problem-posing in students' mathematical learning can positively impact students' problem-solving skills, problem-posing skills, conceptual understanding, and dispositions toward mathematics (Brown and Walter, 1990;Silver, 1994;Silver and Cai, 1996;English, 1997;Cai, 1998;Cai and Hwang, 2002;Singer et al, 2013;Kapur, 2015;Walkington, 2017). Wang et al (2022) conducted a meta-analysis on mathematical problem-posing interventions from 21 studies and concluded that the estimated average effect size of problemposing on students' mathematical learning outcomes was 0.64 SD. The mathematical learning outcomes analyzed included problemsolving skills, problem-posing skills, mathematical dispositions, and mathematical achievement.…”

“…This sequence seemed especially effective in scaffolding children's problem-posing work. A recent meta-analysis on problem-posing (Wang et al, 2022 ) also compared how the different types of problem-posing activities could affect students' mathematical learning outcomes and concluded that implementing a combination of free, semi-structured, and structured problem-posing was more effective than only implementing semi-structured or structured problem-posing activities. In addition, the pilot study findings also indicated that children became more positive about learning mathematics and became more independent learners after attending the program.…”

Kemampuan Pemecahan Masalah Matematis Berdasarkan Disposisi Matematis pada Materi Sistem Persamaan Linear Dua Variabel

“…Disposisi matematis peserta didik berkembang ketika mereka mempelajari aspek kompetensi lainnya, salah satunya aspek yang berkaitan dengan kemampuan pemecahan masalah dalam pembelajaran matematika (Kilpatrick, Swafford, & Findel, 2001;Celik & Ozdemir, 2020;Wang, Walkington, & Rouse, 2022). Penguasaan terhadap matematika dapat dilihat dari banyak konsep yang dipahami oleh peserta didik dan kemampuannya dalam membangun strategi dalam menyelesaikan persoalan non-rutin, hal ini memberikan dampak lebih positif terhadap sikap dan keyakinan mereka dalam pembelajaran matematika.…”