Enhancing students’ mathematical problem posing skill through writing in performance tasks strategy

Kadir Kadir,R Adelina,M Fatma

doi:10.1088/1742-6596/948/1/012022

Abstract

Many researchers have studied the Writing in Performance Task (WiPT) strategy in learning, but only a few paid attention on its relation to the problem-posing skill in mathematics. The problem-posing skill in mathematics covers problem reformulation, reconstruction, and imitation. The purpose of the present study was to examine the effect of WiPT strategy on students’ mathematical problem-posing skill. The research was conducted at a Public Junior Secondary School in Tangerang Selatan. It used a quasi-experimental method with randomized control group post-test. The samples were 64 students consists of 32 students of the experiment group and 32 students of the control. A cluster random sampling technique was used for sampling. The research data were obtained by testing. The research shows that the problem-posing skill of students taught by WiPT strategy is higher than students taught by a conventional strategy. The research concludes that the WiPT strategy is more effective in enhancing the students’ mathematical problem-posing skill compared to the conventional strategy.

Highlights

In the Indonesian context, problem-posing plays an important role in the development of Kurikulum2013
Many researchers have studied the Writing in Performance Task (WiPT) strategy in learning, but only a few paid attention on its relation to the problem-posing skill in mathematics
The research shows that the problem-posing skill of students taught by WiPT strategy is higher than students taught by a conventional strategy

Summary

Introduction

In the Indonesian context, problem-posing plays an important role in the development of Kurikulum2013. In mathematics, asking or pose a problem is so-called problem-posing. The National Council of Teachers of Mathematics (NCTM, 1989) on the Curriculum and Evaluation Standards for School Mathematics explicitly states that students should “have some experience in recognizing and formulating their own problems, an activity that is at the heart of doing mathematics. Silver & Cai (1996) stated that the professional standards for teaching in mathematics underline the importance of teachers to provide opportunities for the students to pose their own problems. Problem-posing skill in mathematics can be defined as the skill to pose problems based on the tasks given by the teachers [3]

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