The Impact of Problem Posing Strategies on Mathematical Performance, Ability, and Anxiety in Grade 7 Students: A Quasi-Experimental Study
Abstract
This study aims to investigate the impact of the problem-posing strategy on the mathematical performance, skills, and anxiety levels of Grade 7 students. Two groups with an equal number of participants were subjected to different instructional strategies: the control group received traditional guided practice, while the experimental group experienced an integrated problem-posing approach. Employing a quasi-experimental design, the study utilized a teacher-made test as both a pre-test and post-test to assess students' academic achievement in mathematics. Additionally, the Modified Abbreviated Math Anxiety Survey (mAMAS) was employed to gauge students' anxiety levels. The experimental group received instruction through the problem-posing method, whereas the control group was taught using traditional guided practice. The findings indicate a significant difference between the two teaching methods, demonstrating that students' mathematics performance is influenced by the instructional strategy used.
Keywords
Full Text:
PDFReferences
Akay, H., & Boz, N. (2009). Prospective teachers’ views about problem-posing activities. Procedia - Social and Behavioral Sciences, 1(1), 1192-1198. doi:10.1016/j.sbspro.2009.01.215
Brown, S. I., & Walter, M. I. (1990). The art of problem posing (2nd ed.). Hillsdale, N.J.: Lawrence Erlbaum Associates.
Brown, S. I., & Walter, M. I. (2005). The art of problem posing (3rd ed.). Mahwah, N.J.: Lawrence Erlbaum Associates.
Cai, J. & Hwang, S. (2003). A Perspective for Examining the Link between Problem Posing and Problem Solving. Proceedings of the Joint Annual Meeting of the PME and PME/NA. Honolulu, HI: University of Hawaii, July 13–18.
Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in pre-service teachers’ practices. Educational Studies in Mathematics, 521, 243–270.
Cunningham, R. F. (2004). Problem posing: An opportunity for increasing student responsibility. Mathematics and Computer Education. goo.gl/LGX6Fj
Dela Cruz, J.K. & Lapinid, M.R.(2004). Students’ difficulties worded problems into mathematical symbols . goo.gl/oJ4rWY
Kilpatrick, J. (2016). Reaction: Students, Problem Posing, and Problem Solving. Posing and Solving Mathematical Problems, 255-260. doi:10.1007/978-3-319-28023-3_15
English, L. D. (1997b). Promoting a problem-posing classroom. Teaching Children
Gonzales, N. A. (1994). Problem Posing: A Neglected Component İn Mathematics Courses For Prospective Elementary And Middle School Teachers, School Science And Mathematics, V94, N.2, Feb.94, Pp.78–84.
Gonzales, N. A. (1998). A Blueprint for Problem Posing. School Science & Mathematics, Vol. 9 (8).
Grundmeier, A.T. (2003). The effects of providing mathematical problem posing experiences for K-8 Preservice Teachers: Investigating teacher’s beliefs and Characteristic of posed problems (Unpublished doctoral dissertation). University of New Hampshire, USA.
Lowrie, T. (2002). Designing a Framework for Problem Posing: young children generating open-ended tasks, Contemporary Issues in Early Childhood, Volume 3, Number 3, pp.354-364.
Moses, B. M., Bjork, E., & Goldenberg, E. P. (1990). Beyond problem solving: Problem posing. In T. J. Cooney (Ed.), Teaching and learning mathematics in the 1990s (pp. 82-91). Reston, VA: National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics (NCTM).(1989). Curriculum and evaluation standards for school mathematics, Reston, Va: National Council of Teachers of Mathematics.
National Council of Teachers of Mathematics (NCTM).(1991). Professional Standards for Teaching Mathematics, Reston, Va: National Council of Teachers of Mathematics Pub.
National Council of Teachers of Mathematics (NCTM).(2000). Principles and Standard for school mathematics. Reston, VA: National Council of Teachers of Mathematics
Nıxon-Ponder, S. (2001). Teacher to Teacher: Using Problem Posing Dialogue in Adult Literacy Education,
Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem solving. Contemporary Educational Psychology goo.gl/xjMSSk
Pittalis, M.,Christou., C., Mousoulides., N., & Pitta-Pantazi., D. (2005 ) Problem Solving and Problem Posing in a Dynamic Geometry Environment, The Montana Council of Teachers of Mathematics( TMME),vol2,no.2,p.125
Pólya, G. (1957). How to solve it; a new aspect of mathematical method (2d ed.). Garden City, N.Y.: Doubleday.
Polya, G. (1957). How to solve it (2nd ed.). Princeton, NJ: Princeton University Press.
Krulick, S. (Ed.). (1980). Problem solving in school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1),19–28.
Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27, 521-539. Retrieved March 1, 2005 from Jstor database.
Silver, E.A., Mamona-Downs, J., Leung, S.S. & Kenney, A.P. (1996). Posing Mathematical Problems: An exploratory study. Journal for Research in Mathematics Education, 27 (3), 293–309.
Whitin, P. (2006). Promoting problem-posing explorations. Teaching Children Mathematics, 11(4), 180-186.
DOI: https://doi.org/10.29103/mjml.v5i1.7423
Article Metrics
Abstract Views : 104 timesPDF Downloaded : 14 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Annaliza P. Sangco*, Elan M. Elpidang, & Resa Mae R. Sangco
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
CURRENT INDEXING :
Malikussaleh Journal of Mathematics Learning (MJML) are abstracting & indexing in the following databases:
Malikussaleh Journal of Mathematics Learning (MJML) also has been listed and archives in the following databases: SHERPA/RoMEO Policy, LOCKSS Archieving System, ULRICHSWEB Proquest, EZB Universitat Reqensburq, Open Science Directory by EBSCO information service and ROAD ISSN.