Effects of Engaging in Mathematical Problem-Posing Interventions on Cognitive and Affective Outcomes: A Comprehensive Meta-Analysis

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Meta-Analysis in Mathematics Education (Table 35)

Abstract

This meta-analysis provides a systematic review of the effectiveness of problem-posing interventions on learners’ cognitive and affective learning outcomes. In total, 26 quantitative studies that reported the details of the interventions yielded 51 estimates on cognitive outcomes and 9 estimates on affective outcomes. The results show a medium and significant effect (Hedges’ ḡ = 0.45) of problem-posing interventions. Engaging learners in problem-posing interventions has the highest effect on their problem-posing performance (ḡ = 0.75), followed by affective outcomes (ḡ = 0.67), problem-solving performance (ḡ = 0.53), and mathematics achievement (ḡ = 0.09). Additional moderator analyses include an investigation of the effectiveness of problem-posing interventions when being used with learners at different levels and in different learning settings.

Authors

• Hua Ran, Jiangnan University

• Jinfa Cai, University of Delaware

• Stephen Hwang, University of Delaware