Year: 2014
Type: review
Study designs: Systematic Review, Meta-Analysis
Abstract: The purpose of the study was to meta-synthesize research findings on the effectiveness of problem posing and to investigate the factors that might affect the incorporation of problem posing in the teaching and learning of mathematics. The eligibility criteria for inclusion of literature in the meta-analysis was: published between 1989 and 2011, reported problem posing as an intervention, employed experimental research design, and provided data necessary to compute effect sizes. The large positive effect sizes (Hedges’ g) showed that problem posing activities provide considerable benefits for: mathematics achievement, problem solving skills, levels of problems posed, and attitudes toward mathematics. Several noteworthy limitations of this study were discussed.
Source: International Education Studies
Institutions: National University of Malaysia, Texas A&M University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W2126401369