Students’ ability in free, semi-structured and structured problem posing situations
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 classro...
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American Scientific Publishers
2016
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my.utm.718312017-11-16T08:26:10Z http://eprints.utm.my/id/eprint/71831/ Students’ ability in free, semi-structured and structured problem posing situations Ngah, N. Ismail, Z. Tasir, Z. Mohamad Said, M. N. H. L Education (General) 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. American Scientific Publishers 2016 Article PeerReviewed 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 https://www.scopus.com/inward/record.uri?eid=2-s2.0-85011982901&doi=10.1166%2fasl.2016.8106&partnerID=40&md5=a5bac3b99e5b8b1a7ef80d1666e405fc |
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L Education (General) Ngah, N. Ismail, Z. Tasir, Z. Mohamad Said, M. N. H. Students’ ability in free, semi-structured and structured problem posing situations |
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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. |
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Ngah, N. Ismail, Z. Tasir, Z. Mohamad Said, M. N. H. |
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Ngah, N. Ismail, Z. Tasir, Z. Mohamad Said, M. N. H. |
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Ngah, N. |
title |
Students’ ability in free, semi-structured and structured problem posing situations |
title_short |
Students’ ability in free, semi-structured and structured problem posing situations |
title_full |
Students’ ability in free, semi-structured and structured problem posing situations |
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Students’ ability in free, semi-structured and structured problem posing situations |
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Students’ ability in free, semi-structured and structured problem posing situations |
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students’ ability in free, semi-structured and structured problem posing situations |
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American Scientific Publishers |
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2016 |
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http://eprints.utm.my/id/eprint/71831/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-85011982901&doi=10.1166%2fasl.2016.8106&partnerID=40&md5=a5bac3b99e5b8b1a7ef80d1666e405fc |
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13.18916 |