Affect in mathematical problem posing: conceptualization, advances, and future directions for research

Cai, Jinfa; Лейкин, Роза

doi:10.1007/s10649-020-10008-x

Cited by 78 publications

(37 citation statements)

References 48 publications

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“…It is relatively easy to formulate important goals in general terms (e.g., critical thinking or problem solving). As a specific example, consider mathematical problem posing (Cai & Leikin, 2020), which curriculum standards have specifically pointed out as an important educational goal-developing students' problem-posing skills. Students should be provided opportunities to formulate their own problems based on situations.…”

Section: Aligning New Goals Curricula and Teaching Approachesmentioning

confidence: 99%

Future themes of mathematics education research: an international survey before and during the pandemic

2021

Self Cite

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Before the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents: Has the pandemic changed your view on the themes of mathematics education research for the coming decade? If so, how? Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive). Overall, they seemed to agree that the pandemic functions as a magnifying glass on issues that were already known, and several respondents pointed to the need to think ahead on how to organize education when it does not need to be online anymore. We end with a list of research challenges that are informed by the themes and respondents’ reflections on mathematics education research.

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Section: Aligning New Goals Curricula and Teaching Approachesmentioning

confidence: 99%

Future themes of mathematics education research: an international survey before and during the pandemic

2021

Self Cite

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“…Although students are capable of posing problems, we have very limited in-depth understanding about how they think and what type of situations they take into consideration while posing problems (Cai, et al, 2015;Cai & Leikin, 2020). For example, the results of Lee's (2020) study showed that only a small portion were related to problem posing (62/17456 about 0.4%) among the research published in 13 academic journals particularly related to mathematics education, and only four studies were interested in the students' thinking processes.…”

Section: The Factors Affecting Posing Complex Problemsmentioning

confidence: 99%

Problem Posing with Third-grade Children: Examining the Complexity of Problems

Kar

Öçal

et al. 2022

Int. J. of Cont. Edu. Res.

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Section: Mathematical Problem-posingmentioning

confidence: 99%

“…PP can help teachers to provide insight into students' thinking and understanding (Cai & Leikin, 2020;. In this context, PP can be used as a tool in mathematics instruction (Cai & Leikin, 2020). In addition, research reveals that PP can be used to improve teachers' competencies and professional development (English, 2020;Xu et al, 2020).…”

Section: Mathematical Problem-posingmentioning

confidence: 99%

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The Investigation of Prospective Elementary Mathematics Teachers’ Problem Posing Self-Efficacy Beliefs

Erdoğan

Yıldız

2021

education

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Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers’ problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers’ PP self-efficacy beliefs were high. It was found in the present study that the problem-posing self-efficacy beliefs of the prospective teachers did not differ significantly with regard to gender. Furthermore, a statistically significant difference was found between the prospective teachers’ problem-posing self-efficacy beliefs in terms of their grade and academic achievement. In the light of the research results, suggestions were presented.

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Affect in mathematical problem posing: conceptualization, advances, and future directions for research

Cited by 78 publications

References 48 publications

Future themes of mathematics education research: an international survey before and during the pandemic

Future themes of mathematics education research: an international survey before and during the pandemic

Problem Posing with Third-grade Children: Examining the Complexity of Problems

The Investigation of Prospective Elementary Mathematics Teachers’ Problem Posing Self-Efficacy Beliefs

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