Problem Posing Research Articles

Inverted Tasks and Bracketed Tasks in Mathematical Problem Posing

We present in this paper a pair of approaches to support mathematics educators and learners in formulating original tasks. In particular, we facilitate the posing of rich mathematical problems by using two novel methods that were created by a mathematics department at a K-12 school in the United States, and further developed alongside our students as well as a wider professional learning team of master teachers. We situate our work within the broader literature on mathematical problem posing and describe our strategies by including examples of their use in generating problems and by providing examples of authentic student-assigned tasks that were created with our approaches.

Meningkatkan Kemampuan Kognitif Siswa melalui Strategi Problem Posing Di SMP Negeri 7 Padangsidimpuan

The purpose of this study was to improve students' cognitive abilities in the implementation of the mathematics learning process by using problem posing strategies. The type of research used is Classroom Action Research (CAR) in collaboration with teachers in Mathematics. This research was conducted at Padangsidimpuan Middle School 7. With research subjects class VII-1, amounting to 28 people. Data collection instruments used were tests. CAR procedures start from the planning, action, observation and reflection stages. This research was conducted in 2 cycles, each cycle having 2 meetings. The results of this study indicate that the cognitive abilities of students of class VII-1 SMP N 7 Padangsidimpuan increased by using the Problem Posing strategy. Because the increase in students' cognitive abilities through tests given during the learning process took place from the first cycle of the first meeting from 53.57% to 57.14% the first cycle of the second meeting and the second cycle of the first meeting from 75% to 85.14% the second cycle of the second meeting . In accordance with the indicators of the action of this study the results obtained have passed the predetermined average value of the average value of 75 until the second cycle of meeting 2 which is 77.92 with the percentage of students who complete 85.72.

Kompleksitas Soal dalam Pengajuan Masalah Tipe Post Solution Posing Ditinjau dari Gaya Kognitif Siswa

This research aimed to describe the question complexity of the visualizer and verbalizer students in problem posing. The question complexity on problem posing is the complexity of the questions made by students by paying attention to some aspects, which are language variable, question complexity level, and students' creativity thinking level. This is descriptive research with a qualitative approach. The subjects were two visualizer students and two verbalizer students from 11th grade of Al Falah Senior High School. Data collecting techniques are tests and interviews. Test and interview data were analyzed descriptively. In the final result, question complexity of the visualizer students tend on the language variable level is second (low), question complexity is easy, and the creative thinking level is third (creative). Whereas the verbalizer students tend on the language variable level is fourth (high), question complexity is high, and the creative thinking level is fourth (extremely creative).

Unburdening the Pedagogy of the Oppressed: A Case Study of ELT Classrooms at University Level in South Punjab

Recently, the concept of Critical thinking got much significance in the teaching and learning process. Thinking creatively and critically in the English language beckons our representation in different domains of development as well. The present study is aimed to investigate the on-going teaching-learning process of English Language Teaching at University Level in South Punjab from the perspective of critical thinking. The theoretical insights have been taken from Freire’s Banking concept of education in his seminal work, Pedagogy of the Oppressed (2018). The findings of the study reveal that our ELT classrooms are lacking the creativity and critical thinking at large. Further in our classrooms, the Banking Model of teaching is being practiced where a student remains passive and the teacher is considered as the ultimate source of knowledge. It points out that our teaching and learning process is moving on some faulty lines which need revisions and amendments. It is suggested that the Problem Posing Model of teaching and learning may be adopted in our ELT Classrooms so that our graduates at the university level may think critically and independently.

Problem posing activities in primary school mathematics textbooks

Textbooks are important for mathematics as they are for other courses. Problem posing is one of the important activities in mathematics education. In this manner, the goal of this study is to analyse the problem-posing activities in primary school mathematics textbooks offered by Ministry of National Education and used in 2017-2018 and 2018-2019 school years. For this purpose, 10 primary school mathematics textbooks were analysed with document analysis method according to their years, grade levels, learning domains, sub-learning domains and types of problem posing. We analyzed the number of problems posed, learning domains that it includes, the number of sub-learning, and problem types. Results showed that there are more activities in the textbooks in the school year of 2017-2018 than in the textbooks used in the school year of 2018-2019 in all grade levels except second grade level. In addition, no problem posing activity was found in any of the first-grade books. It is considered that increasing the number of problem-posing activities in the textbooks and diversifying the problem-posing type are necessary.

The Creative Tripod: The Stitching and the Unstitching Revisited

There are no undebated definitions of “creativity,” and any definition will reflect how this rich topic is treated. Nearly 20 years ago I discussed how behavior analysis might contribute—or not—to an understanding of creativity. I revisit this topic, expanding on some issues and reconsidering others. As before, my focus is on scientific and mathematical accomplishments, which, though tied closely to Weisberg’s placement of creative achievements in the domains of problem posing and problem solving, places emphasis on the extraordinary and productive giftedness of certain individuals. From the massive empirical, theoretical, and historical literature at least three essential and dynamically interlocking dimensions of their creative achievements emerge: talent, expertise, and motivation. I emphasize “interlocking” because the productive expression of each of these elements depends on the others. The role of behavior analysis in these elements is modest at best. It has nothing to say about talent—and even in some cases might deny its role altogether. As for expertise, with some notable exceptions, behavior analysis has had little to say about the acquisition of truly complex performances; this has been left to other fields. As for motivation, one must go well beyond naive “pleasure and pain” accounts to more elusive, yet more powerful behavior–consequence relations. Many challenges to understanding remain for all behavioral scientists.

Developing mathematics learning materials of fifth grade of elementary school integrating mathematics game, problem posing, and manipulative

The purposes of this study were obtained the validity, practicality, and effectiveness of the learning tools that have been integrated teacher stimulus that has been formulated in the design of mathematics learning of fifth grade of elementary school. This development research refers to the 4-D development model developed by Sivasailam et al. (1974) consisted of 4 stages of definition, design, development, and disseminate. This research did not reach the fourth stage. The learning model used is 1) Teams Games Tournament model with the research subjects of Plalangan 1 public elementary school students as many as 44 students with integrated stimulus were problem-posing and the use of manipulative teaching aids, 2) Creative Problem Solving with research subjects Pakintelan 1 public elementary school students with 25 students with stimulus that is integrated were a mathematical game and the use of manipulative. The research instruments were mathematical games, math game discussion sheets, test sheets, problem-posing discussion sheets, tests containing problem posing, student response questionnaire sheets, learning material validation sheets, and learning implementation sheets. The results showed that the learning materials in Plalangan 1 that integrated stimulus problem posing and the use of manipulative were valid, effective, and practical. The results showed that the learning tools in Pakintelan 1 that integrated the stimulus of mathematical games and the use of manipulative were valid, effective, and practical. The further research by applying mathematical stimulus games, problem posing, and the use of manipulative to describe high-level thinking of elementary school students.

Development of Mathematics Learning Tools Based on Realistic Mathematical Approaches to Improve Mathematical Reasoning Ability and Mathematical Literacy Ability in Mts Negeri 2 Asahan Students

This research aims to: Analyzing the validity, practicality, and effectiveness of learning tools oriented towards learning based models Mathematics Based on Realistic Mathematical Approaches to Improve Mathematical Reasoning Abilities and Students' Mathematical Literacy Abilities. In trials I and II an increase in the average value of students' mathematical reasoning abilities by 14.64; 2) In trials I and II an increase in the average value of students' mathematical literacy ability of 7.29 Keywords : Learning Outcomes, Inquiry, Problem Posing. DOI: 10.7176/JEP/11-14-11 Publication date: May 31 st 2020

The Development of Assessment Instruments with Problem Posing Methods to Measure Students Creative Thinking Ability in Acid Base Materials

Students creative thinking skills play an important role in achieving educational goals, especially in understanding chemical material. Education is currently focused on developing Higher Order Thinking Skills and creative thinking skills that are one of the highest level of thinking. The teacher as one of the creative drivers is an important factor to increase student creativity in school. This study aims to develop creative thinking assessment instruments with problem posing methods on acid-base material and conduct tests to determine the responses of educators and students. This research used the Research and Development method which refers to the Borg and Gall model. The sample in this study amounted to 60 class XI high school students in Rokan Hulu district. The results of the validation of the assessment instruments were in average of more than 0.78 (very good) and had a test reliability on the main field test of 0.88 which was classified as very high. The level of difficulty ranged from 0.29 - 0.56 with the category of difficult and moderate. The ability to differentiate the problem is good enough. And the results of student responses amounted to 50.4 on the questionability readiness questionnaire, 8.1 on the questionnaire for sufficient time. Whereas the result of the teacher's response was 57.3 on the question eligibility questionnaire.

The Application of Problem Posing Learning Model to Improve Physics Learning Outcomes on Sound Wave Material

This study aimed to find out how to apply the problem posing model to improve physics learning outcomes in class XI. This study used a descriptive statistical approach, and it was a gradual study. The stages used in this study were planning, implementing, observing, and reflecting. The subjects in this study were 30 students of class XI IA1 of SMAN 1 Lhoknga. The improvement shown in the average score obtained by students and and the classical limitations from cycle I to cycle III, namely 40%, 54%, 94% and 50%, 70%, 90%. Learning outcomes obtained by students can be improved by: students practice to understand the material conveyed by the teacher and students practice to respond the learning conveyed by the teacher.Keywords: Problem posing, learning, learning outcomes

Effectiveness of Problem Posing Model on Ability of High School Physics Teacher’s to Solve HOTS-Based Problems

The importance of the teacher's role in mastering HOTS-based questions greatly influences the learning outcomes achieved by students. So we need an appropriate learning model to guide students to more easily solve HOTS-based problems. This study aims to determine the effectiveness of the Problem Posing model in improving the ability of high school physics teachers to solve HOTS-based problems. The method used in this study was quantitative research that was quasi-experimental with the design of One Group Pretest-Postest Design. This design consists of one group chosen randomly and it was given a pre-test before being given treatment. That group was given a treatment of applying the Problem Posing model and after that, the group was given a post-test to find out whether there was an effect of applying the Problem Posing model to the ability of physics teachers in solving HOTS-based problems. The study population included all physics teachers in Bener Meriah, Central Aceh. The research sample was taken using random sampling techniques. Data were collected from the results of the pretest and posttest done by the physics teacher, namely the Friction Force HOTS-Based Problems. The data is analyzed using two-tailed t-test formula. The results of data analysis obtained tcount ttable was 2.79 2.06 which means Ha is accepted and it was obtained an n-gain score of 64.69. Based on these results it could be concluded that the Problem Posing model is quite effectively used to improve the ability of teachers to solve HOTS-based problems.

Components of Mathematical Problem Solving Competence and Mediation Effects of Instructional Strategies for Mathematical Modeling

This study is aimed at investigating the relationships between the components of problem solving skills (four procedural components and modeling competence) and the impact of instructional strategies (collaborative learning and problem posing) on students’ mathematical modeling competence. A survey on students’ mathematical problem solving competence, that was comprised of 40 items, was administered to 1,224 students in Korea and their responses were analyzed quantitatively (exploratory factor analysis, confirmatory factor analysis, and path analysis). The results indicated that students’ competencies regarding procedural components of mathematical problem solving positively affected their mathematical modeling competence. Additionally, instructional strategies utilizing collaborative learning and problem posing mediated and synergized the effect in terms of procedural components of mathematical problem solving and mathematical modeling competence. The study also discusses its contributions to and implications for mathematics educators and teachers.

MODEL PROBLEM POSING UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN BAHASA INGGRIS DI PRODI DESAIN INTERIOR TAHUN 2018

Classroom Action Research (CAR) is a way for lecturers to improve and evaluate classroom learning. With CAR, lecturers can find out problems in the teaching and learning process in the classroom. English course is a subject that must be taken by design students. To overcome the problems in learning English the problem posing model is used. Problem posing, namely problem solving through elaboration, which is to reformulate the problem into parts that are simpler so that it is understood. The syntax is: understanding, solutions, identifying errors, minimizing writing counts, looking for alternatives, compiling questions. The formulation of the problem in this research is how the technique of applying English subject learning with the probem posing model in Interior Design Study Program students at ISI Surakarta and whether the application of the problem posing learning model through English subjects can improve verbal skills in Interior Design Study Program students at ISI Surakarta. The research objectives in this study are to describe the application techniques of learning English courses with probem posing models in Interior Design Study Program students at ISI Surakarta and explain the application of problem posing learning models through English subjects that can improve verbal skills in Interior Design Study Program students at ISI Surakarta This type of research is classroom action research. The results of this study are to find techniques for applying English learning courses with the probem posing model in Interior Design Study Program students at ISI Surakarta and explain the application of the probem posing learning models through English courses that can improve verbal abilities in Interior Design Study Program students at ISI Surakarta. Keywords: CAR, Problem posing, evaluation, model

The Effectiveness of The Learning Model Problem Solving and Problem Posing Based from Critical Thinking Skill Mathematics for 4th Grade

The purpose of this research is to see the effectiveness of the learning model of Problem Solving and Problem Posing in terms of the critical thinking skills of 4th grade students.the subject of this research is 4th grade in Bringin Elementary School 01 as 28 students dan Bringin 02 elementary school as 24 students. Data collection techniques using observation and tests. The research instrument uses RPP Problem Solving and Problem Posing, than istrument of students critical thinking. Data analysis used was quantitative description analysis as a prerequisite test, T test, and N-Gain. The results of hypothesis testing, with the t-sig (2-tailed) test obtained 0,000 < 0,05 with tcount 4,812 > ttable 2,012 then H0 is rejected which means there are differences in the critical thinking mathematics skills. That’s can provable with increase critical thinking students grade 4th in Bringin 01 Elementary School use Problem Solving model with first condition is 70,43 increase 15%. The increase of critical thinking students grade 4 in Bringin 02 Elementary School used Probem Posing with first condition is 70,43 increase be 87,18 with increase 17%. This condition to indicate Problem Posing model more effective than Probem Solving model reviewed by increased critical thinking mathematics.

Examination of Sixth Grade Students' Problem-Posing Skills: A Case study

The aim of this study is to examine the sixth grade students' skills in different problem situations requiring four operations in natural numbers and their views on problem posing. Participants of this study, where case study of qualitative research methods were preferred, consisted of 15 students studying at sixth grade level In the study, a problem-posing test including different problem-posing situations, and a semi-structured interview form related to basic operations in natural numbers, were used as data collection tools. Problem posing test consisted of 10 questions. The semi-structured interview form includes open-ended questions on students' mathematical problems and thoughts on problem solving.. The data obtained from the problem-posing test were analyzed with regard to the rubric of the test.. The answers were first classified as “empty”, “not a problem” and “problem”. Afterwards the answers determined to be a problem were evaluated and analyzed according to the criteria of “language”, “complexity of the problem” and “solvability” in the rubric put forward by Ada and Ozturk (2019). The data obtained from the interviews with the students were analyzed by descriptive analysis. According to the results of the study, while some of the students left the questions blank, a larger part of them could not form a problem sentence even though they answered the questions. In addition, a number of errors were identified in the students' perception of the problem concept. While students were able to pose problems in the most selection cases, they were able to pose very few problems in case of free problems. When the findings of the students' views are considered within the scope of the study, it is determined that problem-posing helps to understand the problem from a cognitive point of view and contributes to the meaning of procedural expression or mathematical subject. At the same time, it has been found that problem-posing creates positive attitudes in students by reducing prejudice against problems in terms of affective aspects and affects students' attitudes towards mathematics and brings them closer to the lesson. In line with the results of the study, some suggestions were made to the research and education stakeholders.

Examination of Sixth Grade Students' Problem-Posing Skills: A Case study

The aim of this study is to examine the sixth grade students' skills in different problem situations requiring four operations in natural numbers and their views on problem posing. Participants of this study, where case study of qualitative research methods were preferred, consisted of 15 students studying at sixth grade level In the study, a problem-posing test including different problem-posing situations, and a semi-structured interview form related to basic operations in natural numbers, were used as data collection tools. Problem posing test consisted of 10 questions. The semi-structured interview form includes open-ended questions on students' mathematical problems and thoughts on problem solving.. The data obtained from the problem-posing test were analyzed with regard to the rubric of the test.. The answers were first classified as “empty”, “not a problem” and “problem”. Afterwards the answers determined to be a problem were evaluated and analyzed according to the criteria of “language”, “complexity of the problem” and “solvability” in the rubric put forward by Ada and Öztürk (2019). The data obtained from the interviews with the students were analyzed by descriptive analysis. According to the results of the study, while some of the students left the questions blank, a larger part of them could not form a problem sentence even though they answered the questions. In addition, a number of errors were identified in the students' perception of the problem concept. While students were able to pose problems in the most selection cases, they were able to pose very few problems in case of free problems. When the findings of the students' views are considered within the scope of the study, it is determined that problem-posing helps to understand the problem from a cognitive point of view and contributes to the meaning of procedural expression or mathematical subject. At the same time, it has been found that problem-posing creates positive attitudes in students by reducing prejudice against problems in terms of affective aspects and affects students' attitudes towards mathematics and brings them closer to the lesson. In line with the results of the study, some suggestions were made to the research and education stakeholders.

GAME INVENTION AS MEANS TO STIMULATE PROBABILISTIC THINKING

In this paper, we make a qualitative analysis of didactic experiments performed with five 6 to 10-year-old children and five primary school teachers, starting from a structured game with probabilistic elements. The fundamental idea is to stimulate probabilistic thinking not only by playing a card game with decision making in uncertain situations, but by inventing games modifying the initial game. These experiments are grounded on the importance of emotions for learning, the subjective probability approach, and researches on problem posing. We have found that this activity of inventing games has a significant impact on the development of probabilistic thinking in children and teachers; it reduces the anxiety and it could be used in teaching strategies to foster statistical and probability literacy. Some of its positive effects are the strengthening of creativity, self-efficacy, self-esteem, the ability to ask questions, and the enjoyment of learning. First published February 2020 at Statistics Education Research Journal Archives

Exploring senior high school student's abilities in mathematical problem posing

The ability of problem posing is very essential for the student’s. However, there are still many students who don't realize the importance of these abilities. This research describes the senior high school student’s ability in mathematical problem posing, especially in the material system of linear equations in three variables. Research data were collected from 7 student’s using written test and interview techniques. The validity of the data used triangulation methods by comparing the results of written tests and interviews. Data were coded, simplified, presented, and triangulated for the credibility and conclusion drawing. The results show that there were still very few students who have all three classifications of problem posing abilities, namely pre-solution posing, within-solution posing, and post-solution posing. Students who have the ability of pre-solution posing can ask questions based on the data provided and can arrange problem solving. Students who have the ability of within-solution posing can write what is given and asked of the problem, raise supporting questions which is relevant to the problem and arrange solutions to the supporting questions and problems that are given correctly. Students who have the ability of post-solution posing can raise similar mathematics problem after solving the problem. Students can also arrange solutions to problems that have been made. Teacher needs to practice pre-solution posing, within-solution posing, and post-solution posing to the students.

Instructional Materials of Quadratic Equations for 10th Grade Indonesia Students: Combined Round Robin-Cooperative Learning and Problem Posing

The purpose of this research is to describe the process of developing and producing effective learning tools for teaching quadratic equations in 10th grade by applying the Round Robin type of cooperative learning through posing problems, as well as to describe the effectiveness of the learning process itself. The problem posing approach allows students to utilize this knowledge when they encounter problems related to the materials being thought. The subjects of this research one 10th grade teacher and 10th grade students. The design of this study uses Kemp’s model of research and development (2011). The developed learning tools consists of: (1) lesson plans, (2) student’s worksheets, and (3) an achievement test. Based on descriptive analyses of the trial session, results show the lesson plan utilized was appropriate because it was: (1) valid; (2) practical; (3) effective. Based on descriptive results, the implementation session was also deemed effective. This conclusion is based on the conditions which indicate that the teacher’s ability to organize learning was effective, the students were active during learning process, the students responded positively to the learning process, and over 80% of the students achieved grades of 70 or higher.

Student profile in constructing concept of exponential through the problem posing

This study has the aim to describe the thinking process of students in constructing of exponential concept through problem posing. In this study constructivism through the problem posing in question is a process to assist students in developing mathematical concepts and principles with their own abilities through the process of obtaining information and also the information processing process for later making problems by students. This research type are descriptive research with a case study form using a qualitative approach. This research was conducted on the tenth grade Vocational students in the field of Computer and Network Engineering expertise with a total of ten students. The method of data collection well done through interviews, written tests, observations, and documentation. The data validation used by researchers was triangulation using the source triangulation type. The results of the study show that the construction of the exponential concept is influenced by the thinking of students process when they concept process through posing problem.