PME-NA

Secondary School Students’ Problem-Posing in Arithmetic and Algebra

• In Event: Poster Session #1
  In Poster Session: Secondary School Students’ Problem-Posing in Arithmetic and Algebra

Description

This study explored secondary school students' abilities to formulate problems based on given arithmetic and algebra questions across different grade levels. By analyzing the complexity, originality, and accuracy of student-created problems, the research highlights how encouraging problem formulation can foster critical thinking, deeper understanding, and adaptability in mathematics education. Problem-posing as a pedagogical approach enhances students' conceptual understanding, engagement, and creativity. Integrating problem-posing into the curriculum, through various teaching methods and instructional aids, provides opportunities for students to engage in mathematical thinking and serves as a formative assessment tool. This research also examines the variations in students' problem-posing abilities across different content areas and grade levels to identify patterns in their cognitive engagement.

Authors

• Comfort Temitope Aje, Purdue University

• Modiu Olaguro, Virginia Tech