International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Posing Creative Problems: A Study of Elementary Students’ Mathematics Understanding
APA
In-text citation: (Bevan & Capraro, 2021)
Reference: Bevan, D., & Capraro, M. M. (2021). Posing Creative Problems: A Study of Elementary Students’ Mathematics Understanding. International Electronic Journal of Mathematics Education, 16(3), em0654. https://doi.org/10.29333/iejme/11109
AMA
In-text citation: (1), (2), (3), etc.
Reference: Bevan D, Capraro MM. Posing Creative Problems: A Study of Elementary Students’ Mathematics Understanding. INT ELECT J MATH ED. 2021;16(3), em0654. https://doi.org/10.29333/iejme/11109
Chicago
In-text citation: (Bevan and Capraro, 2021)
Reference: Bevan, Danielle, and Mary Margaret Capraro. "Posing Creative Problems: A Study of Elementary Students’ Mathematics Understanding". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0654. https://doi.org/10.29333/iejme/11109
Harvard
In-text citation: (Bevan and Capraro, 2021)
Reference: Bevan, D., and Capraro, M. M. (2021). Posing Creative Problems: A Study of Elementary Students’ Mathematics Understanding. International Electronic Journal of Mathematics Education, 16(3), em0654. https://doi.org/10.29333/iejme/11109
MLA
In-text citation: (Bevan and Capraro, 2021)
Reference: Bevan, Danielle et al. "Posing Creative Problems: A Study of Elementary Students’ Mathematics Understanding". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0654. https://doi.org/10.29333/iejme/11109
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Bevan D, Capraro MM. Posing Creative Problems: A Study of Elementary Students’ Mathematics Understanding. INT ELECT J MATH ED. 2021;16(3):em0654. https://doi.org/10.29333/iejme/11109

Abstract

Posing problems in the mathematics classroom can enhance students’ learning experiences and allow them to produce problems in a realistic context. Students do not always associate positive feelings with mathematics. Problem-posing activities can positively impact students’ mathematical understanding while allowing for freedom of expression. Conducted within a larger multi-year study (N = 35), the present study utilized a subset of data (n = 11) on elementary students. The primary focus was to understand how a problem-posing intervention can increase students’ mathematical understanding and ability to pose solvable problems. Problems posed by students were coded based on their solvability and then were further analyzed for their realism, context, and flexibility in computational terminology as well as the correct alignment of the word problem with the student’s written equation. Results suggest elementary students can create solvable word problems within a variety of different contexts.

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