Incorporating Problem-Posing into Sixth-Grade Mathematics Classes

Problem-posing is an essential component of mathematics education because, among other reasons, when students are given the opportunity to pose their problems, they can take ownership of their learning and become more engaged in the given subject. Thus, problem-posing can lead to a deeper understand...

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Bibliographic Details
Published in:Education sciences 2023-01, Vol.13 (2), p.151
Main Authors: Kovács, Zoltán, Báró, Emőke, Lócska, Orsolya, Kónya, Eszter
Format: Article
Language:English
Subjects:
Active learning
active learning framework
Classrooms
Distance learning
Educational Environment
Elementary School Students
Grade 6
Junior high school students
Learning Processes
lower secondary education
mathematical problem posing
mathematical problem solving
Mathematical problems
Mathematics education
Preservice Teachers
Problem solving
School environment
Students
Teachers
Teaching
Teaching Methods
teaching through problem posing
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Summary:Problem-posing is an essential component of mathematics education because, among other reasons, when students are given the opportunity to pose their problems, they can take ownership of their learning and become more engaged in the given subject. Thus, problem-posing can lead to a deeper understanding of the studied mathematical concepts. In a collaborative action research study, the authors explored whether well-structured problem-posing activities could be incorporated into classes with students of mixed ability in mathematics. This question is addressed by examining the correlation between students’ mathematics grades and problem-posing success. The problem-posing approach used in this paper relies on problem solving as a parallel activity. Hence, the study also focuses on the relationship between problem posing and problem solving. The paper presents the results of a classroom experiment with 86 sixth-grade students and their teachers from Hungary and Romania. After evaluating the students’ problem-posing products and problem-solving performances, the results show that problem posing, based on a worked-out model problem, is a feasible challenge for most students. Moreover, this experiment identified a direct relationship between successful problem posing and problem solving.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci13020151