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Educational Studies in Mathematics

, Volume 83, Issue 1, pp 57–69 | Cite as

Mathematical problem posing as a measure of curricular effect on students' learning

  • Jinfa Cai
  • John C. Moyer
  • Ning Wang
  • Stephen Hwang
  • Bikai Nie
  • Tammy Garber
Article

Abstract

In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students who had used a standards-based curriculum in middle school performed equally well or better in high school than students who had used more traditional curricula. The findings from this study not only show evidence of strengths one might expect of students who used the standards-based reform curriculum but also bolster the feasibility and validity of problem posing as a measure of curriculum effect on student learning. In addition, the findings of this study demonstrate the usefulness of employing a qualitative rubric to assess different characteristics of students' responses to the posing tasks. Instructional and methodological implications of this study, as well as future directions for research, are discussed.

Keywords

Problem posing Curriculum Longitudinal study Assessment Problem solving Algebra Middle school High school 

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Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  • Jinfa Cai
    • 1
  • John C. Moyer
    • 2
  • Ning Wang
    • 3
  • Stephen Hwang
    • 1
  • Bikai Nie
    • 1
  • Tammy Garber
    • 1
  1. 1.University of DelawareNewarkUSA
  2. 2.Marquette UniversityMilwaukeeUSA
  3. 3.Widener UniversityChesterUSA

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