A study on the evaluation of problem posing skills in terms of academic success

Çıldır, Sema; Sezen, Nazan

doi:10.1016/j.sbspro.2011.04.134

Cited by 10 publications

(10 citation statements)

References 2 publications

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“…Recommendations: students and tutors should be trained on how to questionAkay and Boz (2009)Mathematics educationClassroomThe experimental group was demonstrated with 28 different PP activities41 prospective science teachersIt reaffirmed that PP (by teachers) should be used in mathematics classesToluk-Uçar (2009)Mathematics educationClassroomClassroom PP exercise-subjects posed problems on given symbolic situations95 pre-service primary school teachersPP had a positive impact on pre-service teachers’ understanding of fractions as well as on their views about what it means to know mathematicsKar et al (2010)Mathematics educationLab experimentProspective teachers (PT) PP-PS tests. Each item in the PS test included patterns in PP tests76 (PTs)There was a significant relation between PP and PSLavy and Shriki (2010)Mathematics educationComputer-based environmentSubjects were given guidelines using the “what-if-not?” strategy25 PTsPTs perceived that engaging in the inquiry-based activity enhanced both their mathematical and meta-mathematical knowledgeCankoy and Darbaz (2010)Mathematics educationClassroom with PP as an instructional strategyExperimental group has followed a PP-based PS instruction for 10 weeks, whereas the control group has followed a traditional PS instruction53 third-grade students from an urban elementary schoolExperimental group was better than the control group students in terms of understanding the problem even after a 3-month gap between posttest and interventionÇildir and Sezen (2011)Physics educationLab experimentStudy sheets which consisted of 8 PP questions9 prospective physics teachers-sophomoresHigh scorers have higher PP skills than those with medium or lower scores; however, no significant difference was observed between those with medium or lower scores in terms of their PS skillsBeal and Cohen (2012)Mathematics and ScienceOnline collaborative learning environment (Teach Ourselves)Pose problems over web-based content-authoring and sharing systemMiddle school students, N = 224Evidence—students were able to generate problems on the online platformSengül and Katranci (2012)Mathematics educationLab experimentPP related to the “Sets” topic and then qualitative study of their activity56 sophomore prospective primary mathematics teachersSubjects had the most difficulty in adjusting the level of the problem posed to the level of the primary educationArikan et al (2012)GeneralLab experiment15 PP-ba...…”

Section: Motivation and Related Studymentioning

confidence: 99%

“…Toluk-Uçar (2009), Lavy and Shriki (2010), Silver (1997), Cankoy and Darbaz (2010), Gubareva (1992), English (1998), and Pintér (2012) demonstrate how PP can be used as an instructional strategy. Çildir and Sezen (2011) and Silver et al (1996) talk about the relation between problem posing and problem solving. As far as our exploration of PP as an instructional strategy is concerned, the notion of PP that we are interested in is PP involving the generation of new questions around a given situation, wherein students use the PP activity as a way to unfold new knowledge, around conceptually related seed knowledge, in any given domain.…”

Section: Motivation and Related Studymentioning

confidence: 99%

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An exploration of problem posing-based activities as an assessment tool and as an instructional strategy

Mishra

Iyer

2015

RPTEL

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BackgroundProblem posing, the generation of questions by learners, has been shown to be an effective instructional strategy for teaching–learning of complex materials in domains such as mathematics. In this paper, we demonstrate the potential of problem posing in two dimensions. Firstly, we present how problem posing can result in unfolding of knowledge and hence how it can be used as an instructional strategy. Then we present another problem posing-based activity as an assessment tool in an Introductory Programming course (CS1).MethodTo explore the potential of problem posing as an instructional strategy, we conducted field studies in the two CS application courses (Data Structures (DS) and Artificial Intelligence (AI)), in which we provided a semi-structured problem posing situation to students. We performed inductive qualitative research and development the questions generated by students using grounded theory-based qualitative data analysis technique. To explore the potential of problem posing as an assessment tool, we conducted a field study in CS1 wherein we employed another problem posing (PP)-based activity in a large class for assessing the learning of computational thinking concepts in an introductory programming course and analysed how performance in traditional assessment tools (quiz score) is related with performance in our non-traditional assessment tool (quality of problems posed during a problem posing activity).ResultsFrom the studies in DS and AI courses we found that students pose questions and unfold knowledge using seven strategies — Apply, Organize, Probe, Compare, Connect, Vary, and Implement. From the field study performed in the CS1 course we found that the quality of the problems posed (difficulty level) were mostly aligned to the traditional assessment results in the case of novice learners but not in the case of advanced learners.

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Section: Motivation and Related Studymentioning

confidence: 99%

Section: Motivation and Related Studymentioning

confidence: 99%

An exploration of problem posing-based activities as an assessment tool and as an instructional strategy

Mishra

Iyer

2015

RPTEL

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“…When posing problems, too depend on textbook participants failed to come up with the required mathematical thinking and reasoning skills. Still, many participants did not use creativity when posing problems [23]. Lack of knowing cognitive level, curriculum knowledge, and posing studies [5].…”

Section: How To Develop Mathematical Problem Posingmentioning

confidence: 99%

“…Provide problem posing activities would make prospective teachers more active and think more analytically. The lack of problem posing can affect academic success in a negative way [23,24]. 6.…”

Section: How To Develop Mathematical Problem Posingmentioning

confidence: 99%

Developing Mathematical Problem Posing Ability of Prospective Mathematics Teachers for Enhancing their Professionalism

Halimahnur¹,

Kusumah²

2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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Problem posing as one of the mathematical competencies is required by young generations to face complex problems in the era of the Industrial Revolution 4.0. Prospective mathematics teachers, who will become a teacher have to teach their students (as a member of young generations) problem-posing skills. However, not all prospective mathematics teachers are good at these skills. The purpose of this study is to find out how problem posing can enhance prospective mathematics teachers' professionalism and how to develop their mathematical problem posing ability. The method used is descriptive qualitative. There are literature reviews on 20 journals from the past 10 years that support and related to this study. The results show that developing mathematical problem posing ability can support and enhance prospective mathematics teachers' professionalism in order to face education in the era of the Industrial Revolution 4.0.

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“…Students have difficulty adjusting the difficulty level of the problem (Şengül, 2012). If the teacher provides problem-posing activities to students during class learning, students become active in class and allow them to think analytically (Cildir, 2011). It is believed that problem posing is a learning model where the more experienced, the better it will be for student learning.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of the problem-posing method based on android applications in mathematics learning

2021

ilkonline

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This study aims to see the learning outcomes of prospective mathematics teacher students on problem-posing abilities using the Android Package Kit (APK). It is necessary to have innovation in learning so that it has a better problem-posing ability. During a pandemic like this time teaching and learning activities experience many obstacles. To overcome these obstacles, it is necessary to do learning innovations, one of which is online learning. This study used a quasi-experimental design using the first experimental group and the second experimental group known as the pretest-posttest control group design. The subjects of this study were second-semester students majoring in Mathematics Education. Collecting data using the online method or online (Covid-19 pandemic). The sample was determined using a purposive sampling technique to determine the first experimental class as many as 28 students and the second experimental class as many as 29 students. The experimental class uses problem-based learning, while the second experimental class uses direct learning according to the material content. The material in this research is opportunity theory. The results of the observed data were analyzed quantitatively. The learning results show that learning using APK was effective in improving learning outcomes (both in problem-based learning classes and indirect learning). In the evaluation phase, improvements were made to the APK that had been developed after reflection on the results in the field at the implementation stage. The results showed that online learning based on android applications as a very helpful means of maximizing teaching and learning activities.

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A study on the evaluation of problem posing skills in terms of academic success

Cited by 10 publications

References 2 publications

An exploration of problem posing-based activities as an assessment tool and as an instructional strategy

An exploration of problem posing-based activities as an assessment tool and as an instructional strategy

Developing Mathematical Problem Posing Ability of Prospective Mathematics Teachers for Enhancing their Professionalism

The effectiveness of the problem-posing method based on android applications in mathematics learning

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