Improving Mathematical Learning in Scotland's "Curriculum for Excellence" through Problem Posing: An Integrative Review

Autor/inn/en	McDonald, Paul Argyle; Smith, Julie M.
Titel	Improving Mathematical Learning in Scotland's "Curriculum for Excellence" through Problem Posing: An Integrative Review
Quelle	In: Curriculum Journal, 31 (2020) 3, S.398-435 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McDonald, Paul Argyle) ORCID (Smith, Julie M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.15
Schlagwörter	Foreign Countries; Mathematics Education; Educational Improvement; National Curriculum; Problem Solving; Literature Reviews; Problem Based Learning; Elementary Secondary Education; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Teaching improvement; Unterrichtsentwicklung; Problemlösen; Problem-based learning; Problemorientiertes Lernen
Abstract	The purpose of this paper is to explore the importance of problem posing in learning mathematics at the compulsory education level. Despite acknowledging that children have a natural disposition to pose questions, no curricular provision currently exists for the conceptualisation and operationalisation of mathematical problem posing within Scotland's Curriculum for Excellence. In order to provide evidence to support any curricular change, integrative systematic review and narrative synthesis of quantitative and qualitative studies was conducted. Results suggest that problem posing can offer an array of valuable didactic benefits for pupils such as deeper conceptual knowledge, enhanced problem-solving skills and an increase in the enjoyment of mathematics. Evidence from the qualitative synthesis provides some tentative guidance on considerations regarding the integration of problem posing to the curriculum. This study argues that in order to improve future learning experiences, mathematical problem posing should be embedded in all Scottish classrooms. Furthermore, problem posing is determined to be effective in the pedagogical development of prospective primary and secondary mathematics practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01