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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The Integration of Problem Posing in Teaching and Learning of Mathematics

Rosli, Roslinda 03 October 2013 (has links)
Problem posing is commonly perceived as a cognitive activity that emerges in the process solving a problem but appears less commonly in the process of classroom instruction. The creation and reformulation of mathematics problems engages students’ thinking and their inquisitiveness in mathematical learning. This dissertation consists of three articles that explore the potential of problem posing for improving the teaching and learning of mathematics. This dissertation study begins with a meta-analytic study of research findings on classroom instruction based on problem posing activities. The Hedges’ g effect size is utilized to measure the effect of the problem posing instruction from 13 published studies. Four learning outcomes are identified from the studies: mathematics achievement, problem solving skills, levels of problems posed, and attitudes toward mathematics. The second article focuses on finding the relationship between problem posing and problem solving. Fifty one middle school preservice teachers participated in this study and completed two tasks related to problem posing and problem solving. Rubrics were developed to assess the written responses that revealed participants’ abilities in solving and posing mathematical problems. A fully mixed methods research design is utilized in article three for examining the effect of a fraction instruction on the level of elementary preservice teachers’ content knowledge, pedagogical content knowledge, and attitudes towards fractions. The instruction focused on using concrete models, problem solving, and problem posing activities for developing elementary preservice teachers’ knowledge of teaching fractions. The results from these studies revealed that problem posing is an effective approach as an inquiry-based instruction for improving students’ learning in mathematics. Research efforts are needed to further the type of studies that can provide teachers with specific approaches in developing and using problem posing strategies in the mathematics classroom.
2

The Growth of Teaching and Learning-An Action Research on Third Grade Mathematics integrated with Problem Posing Activities

Lin, Chun-hsiung 15 July 2004 (has links)
This study discusses third grade elementary school children¡¦s growth in mathematics ability through a mathematics curriculum integrated with problem posing. By applying action research method, this study tries to find out the participating teacher¡¦s progress in her teaching method. In particular, also to find out the problems that may arise from carrying out problem- posing instruction, the possible solutions to these problems, and the problem-posing activities that can be readily applied in classroom setting. The time this study takes, from identifying the problem to the point of retreating from the research setting, is about one year. During this year, the investigator used various methods to collect data: interviews, video recordings of class teaching, teachers¡¦ notes and recordings, and children mathematics diaries. He included research-related surveys and triangulation for data analysis. It is found that, the teacher has to do more than having a firm grasp of the teaching materials, but also to attend to the teaching processes, the timing of introducing the critical questions related to the main points, and the ability to conduct a discussion atmosphere that is conducive for the students¡¦ growth. Most important of all, the mindset has to be changed from a teacher-oriented one to a more student-oriented set. Compared to the original teaching without problem posing, it is found that students became more active in class discussions, and showed more logic in their solutions. They debated about mathematics problems instead of aimless quarreling. Moreover, the content of the problem-posing products become more creative and no longer mechanical. In addition, students¡¦ solution processes were no longer by imitation, but instead, showing expressions of elaborated thoughts. All these show that the integration of problem-posing instruction has increased students¡¦ interests and motivation in studying mathematics.
3

A research study on grade five problem posing-Case of four arithmetical operations

Wu, Jin-biau 27 January 2005 (has links)
The main purpose of this research is to explore the implementation of problem-posing teaching activities for fifth grade students in the elementary school. The teaching material is on mixed operations of addition, subtraction, multiplication and division. The method of posing problems is Tsubota¡¦s ¡§Classified Subject¡¨, adopted from Japan. The teaching of posing problems was divided into two phases; one is ¡§problem solving¡¨, the other is ¡§problem posing then solving¡¨. According to this method, students initially solve the problems that the teacher provided. Second, taking this subject as the foundation, students posed the problems by themselves and solved the problems as well. During this research, the researcher utilized a variety of ways to collect data, such as self-construction of instruments on four arithmetic operations, problem-solving worksheets, problem-posing worksheets, learning diaries, and reflective notes. The goals of this research are four: first, analyzing the categories of students¡¦ work and the contents of posing problems that student created; second, investigating into the performance of problem solving; third, probing students¡¦ opinions of problem-posing activities; four, the difficulties the teacher encountered. The results of this research were four. First, it showed that 98.5% of students given problems included sufficient data for solving. Students virtually were able to make feasible problems. Moreover, the majority of students were capable to, not only changing numerals of the problems, but also changing structures of the problems. The tendency of changing structure followed multiple aspects of developments. Second, students¡¦ performance on three steps operations problem solving was low; the performances of problem solving and problem posing then solving were close; students¡¦ performance at problem posing then solving stage was higher; and, the major reason for mistakes was insufficient procedural knowledge. Third, students expressed a liking of problem posing, they thought that the materials were interesting, and showed promising study manner. Fourth, the teacher encountered problems such as time control, the development of in-class presentation culture, and, few students¡¦ lack of concentration while problem posing.
4

Mathematical Problem Posing Instruction for Aboriginal school children: Case of Four basic algorithms

Yen, Su-Lan 10 February 2009 (has links)
The aim of this study is to investigate differences between aboriginal and Han fifth graders in problem posing. The objectives of research include: (1) design and implementation of arithmetic problem posing process; (2) investigation of the arithmetic learning condition for aboriginal and Han pupils; and (3) investigation of the misconception presentation difference between aboriginal and Han pupils in problem posing. The problem posing process falls into 3 stages: ¡§problem solving¡¨, ¡§problem posing¡¨, and ¡§problem posing-solving¡¨. This study applied the problem solving and problem posing learning sheets for pupils to engage in individual problem solving and problem posing. Pupils were requested to complete a learning journal after class. As a teacher, the researcher allowed aboriginal and Han pupils to engage in problem solving and problem posing based on 3 types of questions: word algorithm, calculation, and open-end questions; and collected data with learning journals and pupil interviews. Findings include: (1) pupils have different performances when posing different types of problems; (2) both aboriginal and Han pupils can pose feasible and appropriate questions, particularly for word items, though it is not easy for pupils to pose appropriate open-end questions; and (3) the content of problems posed varies as a result of environmental and cultural differences. Additionally, the problem posing teaching allows pupils to feel more interested in learning mathematics, and such a positive learning attitude can enrich the mathematic concepts and enhance the thinking ability of pupils. Keywords: problem posing, four basic operations, aboriginal children
5

A study on fraction problem-posing instruction of grade five elementary school children: Case of aboriginal children in Taitung

Lee, Cheng-zu 23 July 2007 (has links)
The purpose of this study is to investigate the implementation of problem-posing instruction on fraction in a fifth-grade elementary school of aboriginal children in Taitung. Through a pilot and integrating modified problem-posing instruction in mathematics teaching, the investigator studied the performance and learning attitude of children and analyzed the acceptability of the problem-posing teaching processes. The researcher collected data by using: own constructed fraction problems question sheet, worksheet on problem-posing, worksheet on problem-solving, the teacher¡¦s math notes on instruction, children¡¦s diaries, students¡¦ feedback surveys and post-tests of mathematical problem-solving ability. The researcher analyzed categories of children¡¦s work and contents of problems-posing that children created. Results indicated that the children made progress in problem-posing performance and ability of problem-solving and behaved positively on learning attitude. From this study, the researcher found that the majority of the students participated in this study were interested in this teaching technique, and students gained confidence in posing and solving mathematical problems. Finally, the teacher could reflect upon practice on problem-posing instruction through action research. The above results yielded instructional implications for teachers who consider integrating problem-posing teaching into mathematics instruction for elementary school children.
6

The Study of Problem Posing Teaching Activities In The Seventh-Grade Math Class

Chuang, Mei-Lan 21 July 2003 (has links)
The purpose of this research is to explore the implementation of problem posing teaching activities in the seventh grade math class, including cooperative posing and individual posing, and to suggest specific teaching methods to those teachers who are interested in introducing problem-posing instruction in their classes. The research subjects were from one of grade seven classes and class materials were mainly based on textbook. In the first semester of the school year 2002, students received in a traditional mathematics class, and then in the second semester, they received one problem-posing lesson per week self-study period. There are two phases for this problem-posing research: four times cooperative posing and three times individual posing. During this research period, the researcher used a variety of ways to collect data, such as observing, interviewing, video-taping, self-introspecting, and asking students to keep diaries. The researcher examined results by triangulation and evaluated students¡¦ problem-posing abilities. The result of this research showed that students performed differently in different units. Of the seven units, the order of the highest score to the lowest is: Negative numbers, Volume and capacity, Approximation, Division of fraction, H.C.F. and L.C.M., The four basic operation, and, Number and Measures. In this regard, the researcher suggested that if teachers want to integrate problem posing into instruction , it would be more appropriate to apply to those units students received higher scores. As for the early phase of this implememtation, students did not know how to discuss with each other. Gradually they improved and understood the meaning of team work. As for the topics of activities, some students came out with something related to names and life events; other students used news and adolescent topics as discussion materials. As for evaluating classmates¡¦ topics, students did not know how to give suggestions nor to spot other classmates¡¦ mistakes. Sometime, they contradicted themselves when they gave suggestions. Finally they could focus on data, discussed, and gave concrete suggestions. The researcher also found that students evaluated the numerical information content of the problems they posed and checked if they are reasonable and if the problems meet teachers¡¦ requirements. As for editing their own questions, some students did not pay attention to their classmates¡¦ suggestions; some paid attention to peer suggestions but made the problems worse. After thorough practice, students learned how to make proper revisions. In all, there are advantages of implementing problem posing into matehmatics instruction. The advantage of cooperative posing is to create a team learning environment while the advantage of individual posing is to stimulate individual creative thinking in posing problems.
7

A study on mathematics problem-posing teaching and parent-child problem-posing for grade four elementary class: Case of number and operation

Kuo, Hsien-chung 17 July 2007 (has links)
The purpose of this study is to integrate problem-posing teaching activities into mathematics curriculum for grade four elementary school students. The contents include three units on number and operation. Data collection included using the parent-child problem-posing worksheet, student mathematics diary, teacher teaching journal, mathematics attitude measurement form, parent and students interviews, in order to study the influence of problem-posing teaching on teacher and students mathematics attitude and parent-child interactions. The investigator aimed at bringing up specific suggestion on teaching. There are six results in this study: 1. Problem-posing teaching can increase students¡¦ problem-posing ability. 2. Problem-posing teaching can improve students¡¦ mathematics attitude. 3. Problem-posing teaching can enhance students¡¦ mathematics learning. 4. Parent-child problem-posing can promote parent-child co-learning, and increase parent-child interactions. 5. Parent-child problem-posing can make parent understand their children¡¦s mathematics curriculum, and they are not afraid when supervising children. 6. In teacher¡¦s reflection, it recorded that a change of teaching mode to problem posing to promote mathematics learning was feasible, and problem-posing teaching fit in the ¡§student-centered¡¨ teaching spirit of Nine-years-integration.
8

Research study on sixth grade problem-posing instruction:Case of addition, subtraction and number comparison on decimals

Chuan, Kun-chao 23 January 2006 (has links)
Research study on sixth grade problem-posing instruction: Case of addition, subtraction and number comparison on decimals Abstract The aim of this research project is to investigate the implementation of problem-posing instruction on decimals to one sixth-grade mathematics class. There are four research objectives: 1) design and implement problem-posing instruction on decimals; 2) discuss the status of children¡¦s performance in problem-solving; 3) analyze the type of problems posed by children; and, 4) display categories of misconceptions exhibited when children did problem posing. The stages for instructions were three: 1) children solved the problem given by the instructor; 2) children referred to given problem and posed a problem; and, 3) children solved their own problem. In this study, the type of problem posing chosen for instruction is ¡§similar problem¡¨, which is adapted from Tsubota, a Japan scholar. The researcher collected data by using: own constructed decimal problems question sheet, worksheet on problem solving, worksheet on problem posing, children¡¦s diaries and teachers¡¦ notes on instruction. There are four findings. First, the implementation of sixth grade problem-posing instruction on decimals is feasible. Second, 96.9% of students¡¦ problems are plausible and contain sufficient information for problem solvers. Most students could change the number and content of the question but few revised the structure of the question. There was also multiple development for those problems. Third, children¡¦s performance in posing/solving stage was better than that in problem-solving stage. Finally, the researcher reported that the teacher faced problems such as difficulty in control of time, establishing children¡¦s habit in reporting, and collecting misconceptions of children. Key word : problem solving; problem posing; addition, subtraction and number comparison on decimals
9

A study on proportion problem-posing with grade six elementary school children

Chungyung, Jing-jan 24 June 2007 (has links)
The researcher used self-constructed problem-solving and problem-posing activity sheets to ask students to do solving and posing by themselves, then discuss together afterwards. When teaching was completed each time, the researcher asked students to write learning diaries. The researcher referred to the students¡¦ records on problem-solving and on problem-posing and analyzed the categories of students¡¦ work and the contents of posing problems that students created as well as problem-solving strategies. He also referred to students¡¦ learning diaries to investigate into students¡¦ reflections on their problem-posing, and to make a record of self reflections during his problem-posing activities implementation. The results of this research showed that most of the students given problems included sufficient data for problem solving. Students virtually were able to make feasible problems but only few students can change the structures of the original given problems. Most of these problems are ¡¥Exchange problem¡¦ which be solved correctly by themselves. Most students solved problems by using the strategy relating to Multiples. The most important factor for accuracy and solving strategy is number type on the proportion problems. Moreover, students expressed that they were able to acquire study methods and have great enjoyment from problem-posing. Also, the teacher found that during problem-posing, students will advance in thinking and creativity.
10

The Effect Of Instruction With Problem Posing On Tenth Grade Students

Demir, Baris Burcin 01 December 2005 (has links) (PDF)
The purpose of the study was to investigate the effects of instruction with problem posing on tenth grade students&rsquo / probability achievement and attitudes towards probability. The study was conducted in Nallihan-Ankara with a total of 82 tenth grade students who were enrolled in one Public High School and one Anatolian High School. Twenty-seven of the subjects received instruction with Problem Posing (PPI), and fifty-five of the subjects received instruction with Traditional Method (TM). The following measuring instruments were used to collect data: Probability Attitude Scale (PAS), Probability Achievement Test (PAT) and Mathematics Attitude Scale (MAS). The PAS and MAS were administered as both pre and post-tests. The PAT was administered as post-test. In addition, students&rsquo / overall academic year of 2004-2005 Mathematics and Turkish course grades were collected from the school administration in order to interpret the effects of those grades on students&rsquo / probability achievement. The results of the study indicated that: There was a statistically significant difference between the mean scores of students received instruction with problem posing and those received instruction with traditional method in terms of probability achievement, attitudes toward probability and mathematics in the favor of PPI.

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