A Meta-Analysis on the Effects of Problem-Posing in Mathematics Education on Performance and Dispositions

Autor/inn/en	Wang, Min; Walkington, Candace; Rouse, Amy
Titel	A Meta-Analysis on the Effects of Problem-Posing in Mathematics Education on Performance and Dispositions
Quelle	In: Investigations in Mathematics Learning, 14 (2022) 4, S.265-287 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Min)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2022.2105104
Schlagwörter	Problem Solving; Mathematics Education; Mathematics Achievement; Intervention; Educational Environment; Grade 1; Grade 2; Elementary Secondary Education; Student Attitudes; Peer Relationship; Interaction; Age Differences; Mathematics Activities + Suchen Sie Ihr Suchwort? Problemlösen; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Schülerverhalten; Peer-Beziehungen; Interaktion; Age; Difference; Age difference; Altersunterschied
Abstract	The purpose of this meta-analysis is to examine the effect of problem-posing on students' mathematical academic outcomes, including problem-solving skills, problem-posing skills, mathematical dispositions, and mathematics achievement. Twenty-one studies that were published between 1990 and 2019 with problem-posing as the intervention were included in the meta-analysis. A random-effects model was employed with robust variance estimation (RVE) to correct for the intercorrelation between effect sizes when necessary. The estimated average standardized mean difference effect size of problem-posing interventions (g = 0.64) demonstrated that problem-posing had a positive impact on students' academic outcomes. Specifically, across the interventions, students' problem-solving skills and mathematical achievement improved by engaging in problem-posing activities. The moderator analyses revealed that problem-posing interventions were more effective when structured, semi-structured, and free problem-posing tasks were all implemented, and longer-duration intervention was associated with larger improvement in students' mathematical dispositions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01