The Relationship Between Problem Posing and Problem Solving: A Systematic Review

Calabrese, Julia E.; Capraro, Mary Margaret; Thompson, Christopher W.

doi:10.5539/ies.v15n4p1

Cited by 5 publications

(4 citation statements)

References 23 publications

(75 reference statements)

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“…There were 29 students who fulfilled the KKM, in this case an increase of 6 children. [34]. However, previous research has not measured how the problem posing model increases student activity and student learning outcomes.…”

Section: Resultsmentioning

confidence: 99%

Implementation of Learning with the Problem Posing Method to Increase Activeness and Learning Outcomes of Physics in the Material of Temperature and Heat

Purnomo,

Aimran,

Prasitpong

2023

Sch. Jo. Phs. Ed

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Purpose of the study: This research aims to find out how physics learning using the Problem posing Method is implemented in high school and to find out whether learning physics using the Problem posing Method can increase the activeness and learning outcomes of high school students in physics. Methodology: This type of research is classroom action research carried out in 2 cycles. This research was conducted in high school. The subjects of this research were 31 students of class X high school. The research data is in the form of student activity and learning outcomes. Students' learning activity is known from the results of observation sheets, while students' learning outcomes are known from the results of evaluations carried out at the end of each cycle. Main Findings: The results showed that the active learning of students in cycle II showed an increase when compared to cycle I. The results showed learning with the Problem Posing model was preferred by students so that it was hoped that the teacher could apply the Problem Posing model as a variation in learning Physics. The limitation of the research which only applies the Problem Posing model to the material Temperature and Heat with a relatively short research time, it is hoped that further research can be carried out on other materials. Novelty/Originality of this study: The novelty of this research is that classroom action research was carried out to determine students' activeness in the learning process using a problem posing model specifically for learning physics on temperature and heat.

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Section: Resultsmentioning

confidence: 99%

Implementation of Learning with the Problem Posing Method to Increase Activeness and Learning Outcomes of Physics in the Material of Temperature and Heat

Purnomo,

Aimran,

Prasitpong

2023

Sch. Jo. Phs. Ed

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“…Perspectives on mathematics education have shifted over the last decades to stress conceptual understanding, higher-level problem-solving processes, and children's internal constructions of mathematical concepts in instead of, or in addition to, mechanical and algorithmic learning (Leavy & Hourigan, 2020). There does not appear to be any compelling evidence that problemsolving teaching has a detrimental influence and as a result, issue posing may be a good tactic for boosting students' problem-solving skills for teachers wishing to at least update their teaching approach and offer more contemporary methodologies (Calabrese et al, 2022). A significant part in problem solving seems to be the ability to understand when to change strategy and having a feeling of uncertainty when approaching the problem.…”

Section: Discussionmentioning

confidence: 99%

Incorporating history of mathematics in open-ended problem solving: An empirical study

Rizos

Gkrekas

2023

EURASIA J Math Sci Tech Ed

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In this paper, we present a research project we conducted with 27 undergraduate students in a history of mathematics course in Greece during the academic year 2022-2023. In our study, we presented participants with an open-ended problem with historical background and evaluated their reactions and solving strategies. To reach findings we collected data via worksheets, questionnaires and interviews. We intended to focus on students’ techniques for open-ended issues while also investigating whether and how History of Mathematics may be included into its instruction. The results showed that such type of problems is able to catch the participants’ attention and support them in experimentation and development of multiple problem solving strategies. The students acquired a positive attitude towards the entire process, and they would like to repeat it in other university courses, too. This study might pave the way for a new curriculum that includes historically inspired open-ended assignments in school and university practice.

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“…Apart from being effective, this learning model is also in line with the times with problem-solving, where both models emphasize the process of formulating new problems by asking questions, resulting in problem-solving strategies (Divrik et al, 2020). Both models emphasize ways that allow students to be creative in class, so this model can potentially increase student mathematics achievement (Calabrese et al, 2022;Iriani & Hidayah, 2017).…”

Section: Introductionmentioning

confidence: 92%

Pre-service teacher’s mathematical disposition through problem-solving and problem-posing based ignatian pedagogy

Fitriya,

Mustadi,

Nugroho

et al. 2023

jel

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Mathematical disposition is an important aspect that pre-service teachers must master to determine the success of mathematics learning. The objectives of this study were to show the statistical description and verify the research hypothesis regarding the comparison between problem-solving and problem-posing integrated with ignatian pedagogy as a novelty toward Elementary School Teacher Education students. Using a quantitative approach involving 84 students consisting of 9 males and 75 females as participants, used a comparison test between two learning models. The results of the parametric prerequisite test showed the value of Sig. 0.05 for normality and Sig. 0.05 for homogeneity. However, data analysis can not be continued parametrically but was tested using Mann-Whitney U (non-parametric). The hypotheses test results concluded that H0 was accepted or there was no significant difference from the state of the students' mathematical disposition either using problem-solving or problem posing based on ignation pedagogy. It was evidenced by the probability value, which showed 0.221, which was 0.05. The implications of this study directly recommend using appropriate learning models to improve the mathematical dispositions of pre-service teachers.

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The Relationship Between Problem Posing and Problem Solving: A Systematic Review

Cited by 5 publications

References 23 publications

Implementation of Learning with the Problem Posing Method to Increase Activeness and Learning Outcomes of Physics in the Material of Temperature and Heat

Implementation of Learning with the Problem Posing Method to Increase Activeness and Learning Outcomes of Physics in the Material of Temperature and Heat

Incorporating history of mathematics in open-ended problem solving: An empirical study

Pre-service teacher’s mathematical disposition through problem-solving and problem-posing based ignatian pedagogy

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