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Mathematical problem posing: Types of tasks & frameworks for analysis of responses
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Yeap, B. H., & Berinderjeet Kaur. (1999). Mathematical problem posing: Types of tasks & frameworks for analysis of responses. In S. P. Loo (Ed.), Proceeds of the MERA-ERA Joint conference 1999: Educational Challenges in the New Millennium (pp. 962-969). Malacca, Malaysia.
Mathematical problem posing has been defined as the generation of problems or the
re-formulation of existing ones. Research studies on students posing problems have received
increasing attention elsewhere but have not been explored systematically in the local context.
This paper reports the initial stages of a study in progress. This paper aims to do three things.
Firstly, it aims to survey the literature to document and classify types of mathematical problem posing tasks for use in future research. This will clarify the multiple meanings associated with the phrase ‘problem posing tasks’. A taxonomy to classify problem posing tasks will be presented. Secondly, the paper aims to document and compare previous frameworks used to code written responses to problem posing tasks. These frameworks as well as one developed
for the present study are used to analyze written responses of secondary one students. The
strengths and weaknesses of these frameworks will be discussed. Thirdly, this paper aims to
describe the Nodal Framework, which is developed to analyze mathematical problem posing
responses. The theoretical principles underlying the framework will be presented.
This paper was published in the 1999 Proceedings of the MERA-ERA Joint Conference held at Malacca, Malaysia from 1-3 December 1999
Appears in Collections:Conference Papers

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