From Problem Solving to Problem Posing: Navigating in Indian School Mathematics

Abstract

The study analyzed how the eigth-grade NCERT mathematics textbook's contents connect to the real-world context by posing cognitive tasks. Using Krippendorff's framework, the content analysis revealed the context to justify, think, discuss, give a reason, evaluate, and interpret. The cognitive tasks were checking, explaining, classifying, generalizing, constructing, and implementing. It was established that strategies of posing problems were similar with a given problem, similar with the discussed concept, similar with the given concept, posing questions based on a given concept, and posing questions based on given information. Hence, there was inadequate and no comprehensive account of posing the problems.