Abstract
ABSTRACT This study explored the problem posing abilities and attitudes towards mathematics of students in a university pre-calculus class and a university mathematical proof class. A measure of attitude towards mathematics and corresponding two sample t-test revealed a significant (p = .001) difference in the attitude levels of students in the two classes. A measure of problem posing ability explored students problem posing abilities in both numeric and non- numeric contexts. Two sample t-tests showed no significant difference in the problem posing ability (numeric or non-numeric) of students in the two classes. A matched pairs t-test showed a significant difference in numeric posing versus non-numeric posing ability in both classes. Lastly there was no correlation between students attitudes towards mathematics and problem posing abilities.
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