Problem posing abilities in mathematics of Malaysian primary year 5 children : an exploratory study

Abstract

This study examined Year Five children's problem posing abilities based on three different stimuli. The type of problems posed were also examined. The first stimulus was a specific-goal situation whereby each child has to create a story bAsed on any of the addition sentences of mixed operational structures. The second stimulus was similar to the first, but involved multiplication. The third required the subjects to pose 2 new problems rather freely based on non-specific-goal situation. A sample of 35 Year 5 pupils were asked to carry out the tasks in a worksheet within an hour. The responses were coded based on a rubric and later analysed quantitavely using descriptive statistics. Six children were selected for further clinical interviews. The children showed preference for the basic Missing End problems for both addition and multiplication sentences. Eight children failed to create the addition problems correctly whilst 23 did not manage to pose a multiplication story. Twenty five children successfully completed the third task. However. the problem posing products generated were limited to the uni level or multi lebcl types comprising of addition or/and subtraction only.