International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Nurturing Problem Posing in Young Children: Using Multiple Representation within Students’ Real-World Interest
In-text citation: (Kwon & Capraro, 2021)
Reference: Kwon, H., & Capraro, M. M. (2021). Nurturing Problem Posing in Young Children: Using Multiple Representation within Students’ Real-World Interest. International Electronic Journal of Mathematics Education, 16(3), em0648.
In-text citation: (1), (2), (3), etc.
Reference: Kwon H, Capraro MM. Nurturing Problem Posing in Young Children: Using Multiple Representation within Students’ Real-World Interest. INT ELECT J MATH ED. 2021;16(3), em0648.
In-text citation: (Kwon and Capraro, 2021)
Reference: Kwon, Hyunkyung, and Mary Margaret Capraro. "Nurturing Problem Posing in Young Children: Using Multiple Representation within Students’ Real-World Interest". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0648.
In-text citation: (Kwon and Capraro, 2021)
Reference: Kwon, H., and Capraro, M. M. (2021). Nurturing Problem Posing in Young Children: Using Multiple Representation within Students’ Real-World Interest. International Electronic Journal of Mathematics Education, 16(3), em0648.
In-text citation: (Kwon and Capraro, 2021)
Reference: Kwon, Hyunkyung et al. "Nurturing Problem Posing in Young Children: Using Multiple Representation within Students’ Real-World Interest". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0648.
In-text citation: (1), (2), (3), etc.
Reference: Kwon H, Capraro MM. Nurturing Problem Posing in Young Children: Using Multiple Representation within Students’ Real-World Interest. INT ELECT J MATH ED. 2021;16(3):em0648.


Problem-posing activities have been shown to motivate students’ learning while promoting a multifaceted and interesting educational environment. Moreover, these activities enable students to be engaged in personal interpretations of their own mathematical thinking. The purpose of this study was to determine if using a hands-on learning intervention with multiple representations could improve students’ problem-posing skills. The researchers examined the answers of the participants (n = 14) with the greatest increase in scores from pre to posttest after participating in 20 problem-posing intervention activities to determine how the intervention allowed students to pose valid, real-world semi-structured problems. The researchers qualitatively analyzed the posed problems for logical real-world contexts and the alignment of the setup of each problem to determine if the students’ posed problems were logical and solvable. Results from this study confirm that students were able to build stronger understanding of mathematical content when they were engaged in authentic problem-posing activities that were meaningful to them. Thus, teachers need to include purposeful and focused problem-posing activities into their classroom lessons.


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