The Effect of Students Ability Labels on Secondary Teachers’ Perceptions of Problem Posing in Mathematics Education

• In Event: Advancing Equity in Mathematics Education: Innovative Approaches for Diverse Learners

Abstract

Survey research was conducted to examine how students' ability levels affected teachers’ likelihood of using problem posing, an instructional strategy wherein mathematics students generate questions and problems instead of exclusively solving them (N=157). Consistent with previous research, secondary mathematics teachers viewed problem posing as a mainly concept-oriented strategy that promotes higher-order thinking. By a sizable margin, teachers were significantly more likely to support use of problem posing with students labeled high-performing in mathematics. Offering problem-posing activities only to high achievers likely contributes to achievement gaps in mathematics. Needed are professional-development initiatives focused on use of problem posing with low-performing students, affording these students greater opportunities to develop higher-order thinking skills in mathematics and resulting in more equitable instruction.

Author

• Marilyn M. DePietto, Hofstra University