The Effects of Problem Posing on Student Mathematical Learning: A Meta-Analysis

Autor/inn/en	Rosli, Roslinda; Capraro, Mary Margaret; Capraro, Robert M.
Titel	The Effects of Problem Posing on Student Mathematical Learning: A Meta-Analysis
Quelle	In: International Education Studies, 7 (2014) 13, S.227-241 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Mathematics Instruction; Meta Analysis; Problem Solving; Teaching Methods; Effect Size; Instructional Effectiveness; Mathematics Achievement; Skill Development; Student Attitudes; Barriers; Coding; Statistical Analysis; Foreign Countries; Quasiexperimental Design; Pretests Posttests; Intervention; Program Effectiveness; Knowledge Level; Literature Reviews + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Meta-analysis; Metaanalyse; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Codierung; Programmierung; Statistische Analyse; Ausland; Wissensbasis
Abstract	The purpose of the study was to meta-synthesize research findings on the effectiveness of problem posing and to investigate the factors that might affect the incorporation of problem posing in the teaching and learning of mathematics. The eligibility criteria for inclusion of literature in the meta-analysis was: published between 1989 and 2011, reported problem posing as an intervention, employed experimental research design, and provided data necessary to compute effect sizes. The large positive effect sizes (Hedges' g) showed that problem posing activities provide considerable benefits for: mathematics achievement, problem solving skills, levels of problems posed, and attitudes toward mathematics. Several noteworthy "limitations" of this "study" were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01