The Effect of Problem Posing on Students’ Problem-Solving Performance: A Literature Review

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Mathematics Teaching Approaches (Table 7)

Abstract

This study synthesized research studies that used problem-posing activities to teach mathematical problem solving to elementary and middle school students including students with learning disabilities. Eight empirical studies met the inclusion criteria and were included in this review. These studies were published between 2008 and 2024. Findings indicate that problem-posing activities were effective in improving participating students’ problem-posing and problem-solving skills. Two studies also evaluated an effect on participants' attitudes toward mathematics. Implications for future research and practice will be discussed in the context of involving students with diverse cultural background and learning needs in problem prosing to promote learning motivation and engagement, while improving their problem-solving ability and performance.

Authors

• Yan Ping Xin, Purdue University

• Busra Yilmaz Yenioglu, Purdue University

• Samed Yenioglu, Indiana University

• Yi Zhang, Guangzhou University