Abstract
Problem posing is a new and inventive pedagogical approach in mathematics education. It has long been under the shadow of problem solving, until recently, when researchers started to realize its potentials, resulting in a fastgrowing recognition of the need to incorporate it into Mathematics classroom learning. Therefore, the purpose of this study was to identify students’ problem posing ability in free, semi-structured and structured problem posing situations. In addition, this study would also determine their view about problem posing. The sample consisted of twenty eight Form 2 secondary school students. Two instruments were used: The Mathematical Problem Posing Task and The Problem Posing Questionnaire. The results revealed that the students were capable of posing 63 solvable mathematical problems, out of which, 55 (87%) in the low level of complexity and 8 (13%) in the moderate level of complexity, within the problem posing tasks given. The result also revealed that, free problem posing situations are more demanding task compared to the semi-structured and structured problem posing situations. Besides, the findings also found that, students have positive views about problem posing. In conclusion, problem posing is a potential pedagogical approach that can be implemented realistically in Mathematics classrooms.
Published Version
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