The Impact of Model-based Problem Solving empowered by Problem Posing on At-Risk Students’ Mathematics Performance

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  In Roundtable Session: Addressing Challenges in Students' Learning of Mathematics

Abstract

Integrating research-based practices from mathematics education and special education, the purpose of the study was to explore the impact of Conceptual Model-based Problem Solving empowered by problem posing (COMPS-PP) on enhancing mathematics performance of four elementary students with learning difficulties in mathematics. The COMPS program emphasized students’ conceptual understanding of mathematical relations in word problems and representing such relations in algebraic model equations. The problem-posing involved students in creating their own problems after receiving the COMPS intervention. The findings of the study showed participants’ improved performance on solving additive word problems. Most importantly, engaging students in posing their own problems transformed participants from being unengaged or passively engaged to showing undeniable enthusiasm for participating in mathematics problem solving.

Authors

• Yan Ping Xin, Purdue University

• Yichen Wang, Purdue University

• Busra Yilmaz Yenioglu, Purdue University

• Lejia (Morgan) Yu, Purdue University

• Hannah Yanhua Zong, Purdue University