Examining the problem-posing process as an evaluation tool
Subject Areas : Educational engineering: educational design and technologyNasim Asghary 1 , Robabeh Afkhami Banaem 2 , ahmadreza haghighi 3
1 - Department of Mathematics, Islamic azad university, Central Tehran Branch,Iran
2 - Department of Mathematics, Faculty of sciences, Islamic Azad University, Central Tehran Branch, Tehran, Iran
3 - Department of Mathematics, Faculty of shahid beheshti, Urmia Branch Technical and Vocational
University(TVU), Tehran,
Keywords: _problem posing, problem solving, formative evaluation, ninth grade students,
Abstract :
Abstract Problem posing provides an opportunity to students for what they need to know and can create their mathematical knowledge, and allows teachers to observe patterns of understanding and learning mathematics of students, By challenging their thinking in problem-solving situations. Formative evaluation in classrooms is of great importance to find out how students learn to determine the strengths and weaknesses of their learning. Therefore, this study examines the process of problem posing as an evaluation tool. The statistical population of this research is all ninth-grade students in Tehran. In this study, 64 ninth-grade female students were selected as available samples. This study is practical in terms of purpose and semi-experimental in implementation. The tests were designed based on Stoyanova and Ellerton's (1996) framework. The examination of the questions was done according to the Wistro-U model (2009), the Yip Ban Har and Pai Hat model (2008), and the study of Silver and Kai (2005). Analysis of the tests was done quantitative-qualitative. Also, the face and content validity of the tests were confirmed by the professors of mathematics education, and Cronbach's alpha coefficient was 0.74. The results showed more than two-thirds of the students were not able to combine different subjects of mathematical concepts in the design of problems, and this result showed their lack of understanding in connecting the concepts. Also, according to the structure and solving of the issues proposed by the students, some misunderstandings the students were extracted from the mathematical concepts. Also, posing real verbal problems showed half of the students that the opportunities to pose problems have increased their understanding of the concepts. In unrealistic verbal problems, students' understanding of the concepts used in these problems is procedural and not conceptual.
