Mathematical problem posing of elementary school students: the impact of task format and its relationship to problem solving-Reference-Cited by-同舟云学术

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Mathematical problem posing of elementary school students: the impact of task format and its relationship to problem solving

Published:2022-01-05 Issue:3 Volume:54 Page:497-512
ISSN:1863-9690
Container-title:ZDM – Mathematics Education
language:en
Short-container-title:ZDM Mathematics Education

Author:

Zhang Ling,Cai Jinfa,Song Naiqing,Zhang Huirong,Chen Ting,Zhang Zhu,Guo Furong

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

https://link.springer.com/content/pdf/10.1007/s11858-021-01324-4.pdf

Reference53 articles.

1. Bonotto, C., & Dal Santo, L. (2015). On the relationship between problem posing, problem solving, and creativity in the primary school. Mathematical problem posing (pp. 103–123). Springer.

2. Borasi, R., & Rose, B. J. (1989). Journal writing and mathematics instruction. Educational Studies in Mathematics, 20, 347–165.

3. Brown, S. I., & Walter, M. I. (1990). The art of problem posing (2nd ed.). Erlbaum.

4. Cai, J., & Hwang, S. (2002). Generalized and generative thinking in U.S. and Chinese students’ mathematical problem solving and problem posing. The Journal of Mathematical Behavior, 21(4), 401–421.

5. Cai, J., Hwang, S., Jiang, C., & Silber, S. (2015). Problem posing research in mathematics education: Some answered and unanswered questions. In F. Singer, F. N. Ellerton, & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 3–34). Springer.

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