Benefits of Problem-Posing Activities With Elementary Students and Preservice Teachers

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-5 - Executive Functions, Metacognition, and Problem Design in Mathematics Learning

Abstract

Problem posing (PP), endorsed by the National Council of Teachers of Mathematics and the National Research Council, has not been commonly and regularly incorporated into mathematics classrooms. Prior research has shown positive results for implementing strategies to promote PP. During this session, two studies will be examined which will elaborate on the effects incorporating problem posing activities with both elementary students and preservice teachers (PTs) in two countries. Both studies incorporated quasi-experimental designs. These studies are useful for the mathematics education community because mathematical PP is an important skill that helps to cultivate critical thinking among PTs, teachers, and students. Teacher educators are encouraged to effectively integrate cognitively demanding PP activities to enhance PTs’ skills to teach problem solving.

Authors

• Mary Margaret Capraro, Texas A&M University - College Station

• Robert M. Capraro, Texas A&M University - College Station

• Roslinda Rosali, The National University of Malaysia

• Mahati Kopparla

• Hyunkyung Kwon, Texas A&M University - College Station

• Katherine Nicole Vela, Texas A&M University - College Station

• Danielle Bevan, Texas A&M University - College Station

• Yujin Lee, Texas A&M University - College Station