Research Status of Mathematical Problem Posing in Mathematics Education Journals
- PDF / 380,362 Bytes
- 17 Pages / 439.37 x 666.142 pts Page_size
- 24 Downloads / 235 Views
Research Status of Mathematical Problem Posing in Mathematics Education Journals Shin-Yi Lee 1 Received: 4 April 2020 / Accepted: 7 September 2020/ # Ministry of Science and Technology, Taiwan 2020
Abstract This study analyzed the research status of mathematical problem posing in thirteen major mathematics education journals from each journal’s earliest publication year the study could access to the year of 2018 or 2019, among which 49 years long was the longest and 14 years long was the shortest. After a systematic and comprehensive review of all the journal publications, a total of 62 articles on mathematical problem posing were analyzed in the study. It was found that empirical research constituted the majority of the studies; teachers were the largest research sample group; the research issue of teaching and teacher education was devoted to most frequently; most of the research issues preferred the qualitative research type, posing questions for a problem situation was the most popular type of problem posing task of empirical research articles; and each research sample group was presented each type of problem posing tasks in different frequencies. Implications for research were derived from the results of research types, research sample groups, research issues, and types of problem posing tasks. The current research status and future research perspectives of mathematical problem posing were accordingly proposed in the study. Keywords Mathematics . Mathematics education . Problem posing . Research status
Background and Objectives “The experience of discovering and creating one’s own mathematics problems ought to be part of every student’s education” (Kilpatrick, 1987, p. 123). Literature has identified the ability to pose key problems as a significant characteristic of mathematics experts (Christou, Mousoulides, Pittalis, Pitta-Pantazi, & Sriraman, 2005; Sriraman, 2009). It has also been recognized that problem posing can be a powerful means to
* Shin-Yi Lee [email protected]
1
Department of Education, University of Taipei, 1 Ai-Guo West Road, Taipei 10048 Taiwan, Republic of China
S.-Y. Lee
develop students’ mathematical ability (Brown & Walter, 1983; Cai & Jiang, 2017; Kilpatrick, 1987; National Council of Teachers of Mathematics [NCTM], 1991; Silver, 1994, 2013). Problem posing was an essential aspect of both mathematics and mathematics education. It not only furnished rich settings for mathematical investigation but also offered promising opportunities to be exposed to an exciting and essential part of mathematical thinking. Although mathematical problem posing had great importance in mathematics education practice and research, it has received little attention by students, teachers, and researchers (Kilpatrick, 1987; Silver, 1994, 2013; Stoyanova & Ellerton, 1996; Van Harpen & Sriraman, 2013). Students were rarely given opportunities to pose mathematics problems in mathematics classrooms. Teachers tended to ignore the topic of problem posing in school instruction. There has been little systematic
Data Loading...
