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Enhancing the Development of Chinese Fifth-Graders’ Problem-Posing and Problem-Solving Abilities, Beliefs, and Attitudes: A Design Experiment

Part of the Research in Mathematics Education book series (RME)

Abstract

The present study reports the design, implementation, and evaluation of a training program aimed at developing Chinese students’ problem-posing abilities, problem-solving abilities, and their beliefs about, and attitudes toward, mathematical problem posing and problem solving. In this study, a framework for teaching and assessing problem posing was developed. Results revealed that the training program had a significant positive effect on the originality of the problems posed by the students (but not on the appropriateness, complexity, and diversity of the problems posed), as well as on their problem-solving abilities and on their problem-posing and problem-solving beliefs and attitudes.

Keywords

Problem posing Problem solving Mathematics education Chinese students 

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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  • Limin Chen
    • 1
  • Wim Van Dooren
    • 2
  • Lieven Verschaffel
    • 2
  1. 1.Liaoning Research and Training Center for Basic EducationShenyang Normal UniversityShenyangChina
  2. 2.Faculty of Psychology and Educational SciencesUniversity of LeuvenLeuvenBelgium

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