Prospective teachers’ skills in problem posing with regard to different problem posing models

Işik, Cemalettin; Kar, Tuğrul; Yalcin, Tugba; Zehir, Kıymet

doi:10.1016/j.sbspro.2011.03.127

Cited by 23 publications

(12 citation statements)

References 8 publications

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“…It means that even though posing open-ended problems were perceived as an intriguing task, participants in that study were successful to develop such a problem. This study also found that the participants in this study tend to choose to pose interactive problem although this kind of problem was enormously intriguing over the illustrative problem (59% vs. 41%) Kar, Özdemir, Ipek, and Albayrak (2010) This study found that participants in this study had a low ability when they were required to pose a problem under the provided condition Işik, Kar, Yalçin, and Zehir (2011) This study uncovered the result that, in general, the participants had a low ability to pose a problem, especially when they were required to develop a mathematics problem that contains equation or operation of mathematics Şengül and Katranci (2012) Generally, this study revealed that the participants had a good ability in displaying problem under free condition even though this problem could not be solved by them because of their insufficient knowledge of problem-solving and problem-posing Chapman (2012) In general, the participants in this study could be said that they were capable of creating a problem with an interesting context. However, they frequently exclude their sense towards word problem when posing the problem Kiliç (2013) The participants in this study were able to produce word and non-word problem that deals with the topic of the fraction by using the operator of mathematics Şengül and Katranci (2014) This study found that the problem posed by the participants under structured condition was clear and can be solved Şengül and Katranci (2015a) A clear, solvable, and understandable problem was posed by participants in this study successfully Şengül and Katranci (2015b) The participants in this study were able to create a clear and understandable problem under problem-posing with free Masriyah, Kurniasari, and Palupi (2018) The participants in this study tend to choose to create free word problems over the structured and open-ended problem.…”

Section: The Prospective Teachers In the Mathematics Field's Ability supporting

confidence: 49%

Problem posing ability among prospective mathematics teachers

Rafi

Sugiman

2019

Pytha Jurnal Pend. Math

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Posing mathematics problem is perceived as one of the learning strategies to promote students’ skills in mathematics problem-solving as well as one of the crucial competencies that should be mastered by prospective mathematics teachers. Some people argued that for prospective mathematics teachers, posing mathematics problem itself is as important as solving mathematics problem because when they become mathematics teachers, there exist necessity for them to pose mathematics problem as a means for assessing students’ understanding or achievement. The aim of this article, therefore, was to focus on the investigation into the prospective mathematics teachers’ ability in posing mathematics problems. Relevant literature from several electronic databases such as SpringerLink, ScienceDirect, ResearchGate, and Google Scholar was searched based on the following keywords: ‘pre-service mathematics teacher’, ‘problem-posing’, ‘prospective mathematics teacher problem-posing’, and ‘posing mathematics problem’. There was a total of 16 articles which were included into this review according to the determined inclusion criteria as follow: an empirical study that was published in journal or conference proceeding with the publication date from years of 2009 to 2019, written in English, full text, and discussing about prospective mathematics teachers’ ability in posing problem-related to mathematics. There were as many as three themes that deal with the prospective mathematics teachers’ ability to pose the mathematics problem, i.e. type of posed problem, ability in posing mathematics problem, and the difficulty which was experienced by prospective mathematics teachers in posing mathematics problem. These three themes and their implications are discussed in this article.Kemampuan calon guru matematika dalam mengajukan masalahAbstrakPengajuan masalah matematika dapat dianggap sebagai salah satu strategi pembelajaran untuk mengembangkan keterampilan siswa dalam memecahkan masalah matematika serta sebagai salah satu kompetensi yang penting yang seharusnya dikuasai oleh calon guru matematika. Beberapa orang berpendapat bahwa untuk calon guru matematika, mengajukan masalah matematika itu sama pentingnya dengan memecahkan masalah matematika karena ketika mereka menjadi guru matematika, ada suatu keharusan bagi mereka untuk mengajukan masalah matematika sebagai saran untuk menilai pemahaman atau pencapaian siswa. Tujuan artikel ini, oleh karena itu, adalah untuk fokus pada penyelidikan kemampuan calon guru matematika dalam mengajukan masalah matematika. Literatur yang relevan dari beberapa basis data elektronik seperti SpringerLink, ScienceDirect, ResearchGate, dan Google Scholar dicari berdasarkan kata kunci berikut: ‘pre-service mathematics teacher’, ‘problem-posing’, ‘prospective mathematics teacher problem-posing’, dan ‘posing mathematics problem’. Ada total 16 artikel yang dimasukkan ke dalam tinjauan ini sesuai dengan kriteria inklusi yang ditentukan sebagai berikut: studi empiris yang diterbitkan dalam jurnal atau prosiding seminar dengan tanggal publikasi dari tahun 2009 hingga 2019, ditulis dalam bahasa Inggris, teks lengkap, dan membahas tentang kemampuan calon guru matematika dalam mengajukan masalah yang berkaitan dengan matematika. Ada tiga tema yang berhubungan dengan kemampuan calon guru matematika untuk mengajukan masalah matematika, yaitu jenis masalah yang diajukan, kemampuan dalam mengajukan masalah matematika, dan kesulitan yang dialami oleh calon guru matematika dalam mengajukan masalah matematika. Ketiga tema dan implikasinya dibahas dalam artikel ini.

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Section: The Prospective Teachers In the Mathematics Field's Ability supporting

confidence: 49%

Problem posing ability among prospective mathematics teachers

Rafi

Sugiman

2019

Pytha Jurnal Pend. Math

View full text Add to dashboard Cite

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“…Sejak tahun tersebut pendekatan ini mulai disosialisasikan dalam berbagai media seperti buku, jurnal dan menjadi bahan pembicaraan dari pakar pendidikan matematika dan tentu berdampak pada reformasi pendidikan matematika di Indonesia. Beberapa hasil penelitian yang telah dilakukan (Işik et al, 2011;Rosli et al, 2013;Juano & Pardjono, 2016;Afgani et al, 2016;Daryati et al, 2018) berkaitan dengan pendekatan problem posing dalam pembelajaran matematika yang menunjukkan kontribusi positif bagi kualitas perolehan hasil belajar, kemampuan matematika tertentu, bahkan juga berelasi dengan perilaku belajar tertentu.…”

Section: Pendahuluanunclassified

KUALITAS HASIL BELAJAR STATISTIKA SISWA MTs YANG DIBELAJARKAN DENGAN PENDEKATAN PROBLEM POSING

Nuralam

2018

Suska J. Math. Educ.

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High and low acquisition of students' mathematics learning outcomes is influenced by internal and external factors. External factors of concern are related learning approaches so students are easy to learn mathematics. There is a tendency for the role of students to be more passive and teachers to be more active in the process of learning mathematics. This condition results in low acquisition of mathematics learning outcomes. One alternative solution is to teach students through the problem posing approach, so as to contribute to the involvement of students in learning mathematics. The purpose of this study was to find out: (1) statistics learning outcomes of students taught through the problem posing approach were higher than those taught through direct learning approaches and (2) student responses after the statistical learning process with a problem posing approach. This study uses a quasi-experimental study with a control group only design post test design. The population is students of MTsS Darul Hikmah Aceh Besar grade VIII and the sample was total sampling. Data were collected by statistical learning outcomes and response questionnaires. Data analysis techniques used t test for test data and response questionnaire data through analysis of average score criteria. Based on the results of the analysis of the test data obtained that tcount >ttable is 2,45 > 1,70. From the results of the questionnaire data the average score was 3.29. It was concluded that the statistical learning outcomes of students taught through the problem posing approach were higher than those taught through direct learning approaches. And the student response questionnaire after the statistical learning process with the problem posing approach in the very positive category

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“…One important direction is to examine thinking processes related to problem posing (e.g., Bonotto 2013;Şengül and Katranci 2015). Other studies underline the need to incorporate problem-posing activities into mathematics classrooms to determine prospective teachers' problem-posing skills appropriate to selecting, translating, comprehending, and editing models and the possible difficulties they could encounter during the process in fraction problems (Işık et al 2011), to explore students' creativity in mathematics by analyzing their problem-posing abilities in geometric scenarios (Van Harpen and Sriraman 2013) and to examine the knowledge influences of learners' abilities in posing combinatorial problems (Melušová and Šunderlík 2014). Furthermore, some studies provide evidence that problem posing has a positive influence on students' abilities in problem solving (e.g., Kar et al 2010;Şengül and Katranci 2012).…”

Section: Related Workmentioning

confidence: 99%

Model-based analysis of thinking in problem posing as sentence integration focused on violation of the constraints

Supianto

Hayashi

Hirashima

2017

RPTEL

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The advancement of computer and communication technologies has enabled researchers to conduct and analyze the learning process of posing problems. This study investigates what learners think while posing problems as sentence integration in terms of intermediate products as well as the posed problems as the resultant product. Problem posing as sentence integration defines the arithmetic word problem structure, and posing a problem is a task to satisfy all the constraints and requirements to build a valid structure. A previous study shows that, in problem posing as sentence integration for arithmetic word problems, learners try to satisfy a relatively large number of constraints in the posed problems. In contrast, this study focuses on the violation of constraints in the intermediate products while posing problems. The result shows that learners were inclined to avoid as many violated constraints as possible throughout the problem-posing process. Although learners tend to avoid the violated constraints, naturally, they cannot avoid some mistakes. Further analysis shows that learners actually have difficulty in fulfilling particular constraints while posing the problems. Based on this analysis, it is possible to detect the difficulty of learners' actions from the model perspective. Hence, it is possible to give accurate feedback and appropriately support the learners.

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Prospective teachers’ skills in problem posing with regard to different problem posing models

Cited by 23 publications

References 8 publications

Problem posing ability among prospective mathematics teachers

Problem posing ability among prospective mathematics teachers

KUALITAS HASIL BELAJAR STATISTIKA SISWA MTs YANG DIBELAJARKAN DENGAN PENDEKATAN PROBLEM POSING

Model-based analysis of thinking in problem posing as sentence integration focused on violation of the constraints

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