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The role of task format, mathematics knowledge, and creative thinking on the arithmetic problem posing of prospective elementary school teachers

  • Shukkwan S. Leung
  • Edward A. Silver
Article

Abstract

A Test of Arithmetic Problem Posing was developed by the authors to examine the arithmetic problem-posing behaviours of sixty-three prospective elementary school teachers. Results of analysis were then used to examine task format (i.e., the presence or absence of specific numerical information) on subjects’ problem posing and the relationship between subjects’ problem posing and their mathematics knowledge and verbal creativity. The major findings were that the test effectively evaluated arithmetic problem posing, and that most subjects were able to pose solvable and complex problems. In addition, problem-posing performance was better when the task contained specific numerical information than when it did not, and that problem-posing performance was significantly related to mathematical knowledge but not to verbal creativity.

Keywords

Mathematical Problem Prospective Teacher Mathematical Knowledge Creative Thinking Arithmetic Problem 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Mathematics Education Research Group of Australasia Inc. 1997

Authors and Affiliations

  • Shukkwan S. Leung
    • 1
  • Edward A. Silver
    • 2
  1. 1.National Chiayi Teachers CollegeTaiwan
  2. 2.University of PittsburghUSA

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