• School Mathematics
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• v.11 no.4
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• pp.665-683
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• 2009

The purpose of this study is to improve forward mathematics study by analyzing the effects of the teaching and learning process applied situation-based mathematical problem posing activity on problem solving ability and mathematical attitudes. For this purpose, the research questions were established as follows: 1. How the situation-based mathematical problem posing activity(WQA activity) changes the problem solving ability of students? 2. How the situation-based mathematical problem posing activity(WQA activity) changes the mathematical attitudes of students? The results of the study were as follows: (1) There was significant difference between experimental group and comparative group in problem solving ability. This means that situation-based mathematical problem posing activity was generally more effective in improving problem solving ability than general classroom-based instruction. (2) There was not significant difference between experimental group and comparative group in mathematical attitudes. But the experimental group's average scores of mathematical attitudes except mathematical confidence was higher than comparative group's ones. And there was significant difference in the mathematical adaptability. The results obtained in this study suggest that the situation-based mathematical problem posing activity can be used to improve the students' problem solving ability and mathematical attitudes

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.23-43
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• 2004

The purposes of this study are, by referring to various previous studies on problem posing, to re-construct problem posing steps and a variety of problem posing learning materials with a problem posing teaching-learning model, which are practically useful in math class; then, by applying them to 4-Ga step math teaming, to examine whether this problem posing teaching-learning model has positive effects on the students' problem solving ability and mathematical attitude. The experimental process consisted of the newly designed problem posing teaching-learning curriculum taught to the experimental group, and a general teaching-learning curriculum taught to the comparative group. The study results of this experiment are as follows: First, compared to the comparative group, the experimental group in which the teaching-teaming activity with problem posing was taught showed a significant improvement in problem solving ability. Second, the experimental group in which the teaching-learning activity with problem posing was taught showed a positive change in mathematical attitude.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.361-374
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• 2005

I analyzed the effect of problem posing teaching and teacher-centered teaching on mathematical problem-solving ability and creativity in order to know the efffct of problem posing teaching on mathematics study. After we gave problem posing lessons to the 3rd grade middle school students far 28 weeks, the evaluation result of problem solving ability test and creativity test is as fellows. First, problem posing teaching proved to be more effective in developing problem-solving ability than existing teacher-centered teaching. Second, problem posing teaching proved to be more effective than teacher-centered teaching in developing mathematical creativity, especially fluency and flexibility among the subordinate factors of mathematical creativity. Thus, 1 suggest the introduction of problem posing teaching activity for the development of problem-solving ability and mathematical creativity.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.77-98
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• 2001

This study has a purpose to find out how the problem posing activity by presenting the problem situation effects to the mathematical problem solving ability. It was applied in two classes(Experimental group-35, Controlled group-37) of the fourth grade at ‘D’ Elementary school in Bang Jin Chung nam and 40 Elementary school teachers working in Dang Jin. The presenting types of problem situation are the picture type, the language type, the complex type(picture type+ language type), the free type. And then let them have the problem posing activity. Also, We applied both the teaching-teaming plan and practice question designed by ourself. The results of teaching and learning activities according to the type of problem situation presentation are as follows; We found out that the learning activity of the mathematical problem posing was helpful to the students in the development of the mathematical problem solving ability. Also, We found out that the mathematical problem posing made the students positively change their attitude and their own methods for mathematical problem solving.

• School Mathematics
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• v.3 no.2
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• pp.295-324
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• 2001

Until now, There have been few studies to investigate a degree of abilities or interesting about mathematical problem-posing of first and second grades in elementary school. This is due to the fact that this students(1st and 2nd grades) have a limited amount of study time and their minds are not fully developed, and are lacking in their representation of ability to use the national language. This being the case, it is difficult to investigate their Mathematical problem-posing in a practical manner. However, our 7th elementary school Mathematics curriculum emphasizes the teaching and learning of Mathematical problem-posing from a basic level of first and second grade with emphasis on activity in teaming Mathematics. Through this study, having analysed the problems those children posed, I have found out they improved in numbers and correctness of their posed problems. And I too could found out showing to their much interesting and confidence to mathematical problem-posing and could confirmed for the children to admit themselves its merits through analyzing some questions to ask their opinions to it. I expect that this study can help to develop the teaching and learning materials for mathematical problem-posing and also to improve its methods of elementary school mathematics. The next study task is, I think, that it is necessary to accumulate the studies to investigate and analyse the practical learning activities of children for problem-posing contents of mathematics text books.

• The Mathematical Education
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• v.43 no.4
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• pp.399-404
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• 2004

Mathematical creativity is a main topic which is studied within mathematics education. Also it is important in learning school mathematics. It can be important for mathematics teachers to view mathematical creativity as an disposition toward mathematical activity that can be fostered broadly in the general classroom environment. In this article, it is discussed that creativity-enriched mathematics instruction which includes creative problem-solving and problem-posing tasks and activities can be guided more creative approaches to school mathematics via routine problems.

• Education of Primary School Mathematics
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• v.20 no.3
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• pp.193-204
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• 2017

The purpose of the study was to investigate and develop a practical approach to integrating student-driven mathematical problems posing in mathematics instruction. A problem posing activity was performed during regular mathematics instruction. A total of 540 mathematical problems generated by students were recorded and analysed using systemic procedures and criteria. Of the problems, 81% were mathematically solvable problem and 18% were classified as error type problems. The Mathematically solvable problem were analysed and categorized according to the complexity level; 13% were of a high-level, 30% mid-level and 57% low-level. The error-type problem were classified as such within three categories: non-mathematical problem, statement or mathematically unsolvable problem. The error-type problem category was distributed variously according to the leaning theme and accomplishment level. The study has important implications in that it used systemic procedures and criteria to analyse problem generated by students and provided the way for integrating mathematical instruction and problem posing activity.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.103-122
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• 2015

Problem posing activity was mentioned and enhanced in the newly revised mathematics curriculum in 2007. It is important to know which types of problem posing activities are involved in the textbook and workbook and what the results that students perform activities in the textbook and workbook during the regular classes are. This study surveys the types of problem posing activities in the 4-1 textbook and workbook revised in 2007, analyzes contents that students perform with related to problem posing activities of the textbook and workbook, and suggests some educational implications.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.383-407
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• 2013

As an alternative of making students active and independent under the passive learning conditions in school math classes, many researchers have paid much attention to problem posing and done a lot of research on it. Above all, Brown and Walter proposed What I f Not strategy as a means of problem posing. In this strategy, during the process of posing problems, the transformation of their attributes is inevitably made, and so after problem posing, the process is finished by explaining the problem. But only the simple transformation of attributes could pose wrong problems. It suggests that it is very important to recognize the relationship which leads to organic connection between attributes in order to pose the right problem. However, many other studies of problem posing haven't focused on this fact. Thus, this study tried to design a model of problem posing to help recognize inherent knowledge in the problem and then pose the right problem by adding an activity of meaning analysis. We concretely showed a model of problem posing emphasizing the analysis of meaning by means of an example, thereby examining the meaning of the model. This study expects students to have the chance to understand the true meaning of problem posing and to be active learners after all.

• School Mathematics
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• v.19 no.1
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• pp.1-18
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• 2017

In this study we analyse the features of process of problem posing and explore the development of mathematical knowledge of primary preservice teachers as result of their engagement in problem posing activity. Data was collected through the preservice teachers' class discussions. Analysis of the data shows that preservice teachers developed their ability to understand connections among mathematical concepts.