Ngah, N. and Ismail, Z. and Tasir, Z. and Mohamad Said, M. N. H.
(2016)
*Students’ ability in free, semi-structured and structured problem posing situations.*
Advanced Science Letters, 22
(12).
pp. 4205-4208.
ISSN 1936-6612

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Official URL: https://www.scopus.com/inward/record.uri?eid=2-s2....

## Abstract

Problem posing is a new and inventive pedagogical approach in mathematics education. It has long been under the shadow of problem solving, until recently, when researchers started to realize its potentials, resulting in a fastgrowing recognition of the need to incorporate it into Mathematics classroom learning. Therefore, the purpose of this study was to identify students’ problem posing ability in free, semi-structured and structured problem posing situations. In addition, this study would also determine their view about problem posing. The sample consisted of twenty eight Form 2 secondary school students. Two instruments were used: The Mathematical Problem Posing Task and The Problem Posing Questionnaire. The results revealed that the students were capable of posing 63 solvable mathematical problems, out of which, 55 (87%) in the low level of complexity and 8 (13%) in the moderate level of complexity, within the problem posing tasks given. The result also revealed that, free problem posing situations are more demanding task compared to the semi-structured and structured problem posing situations. Besides, the findings also found that, students have positive views about problem posing. In conclusion, problem posing is a potential pedagogical approach that can be implemented realistically in Mathematics classrooms.

Item Type: | Article |
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Uncontrolled Keywords: | mathematics education, problem posing ability, problem posing tasks |

Subjects: | L Education > L Education (General) |

Divisions: | Education |

ID Code: | 71831 |

Deposited By: | Narimah Nawil |

Deposited On: | 16 Nov 2017 08:26 |

Last Modified: | 16 Nov 2017 08:26 |

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