The effect of problem posing on learning geometric concepts of students based on APOS theory
Subject Areas : Statisticsvahid alamian 1 , esmaeil andayeshgar 2
1 - department of mathematics farhangian university, tehran ,iran
2 - department of mathematics farhangian university, tehran ,iran
Keywords: Problem posing , Actions , Processes , Objects , Shemas,
Abstract :
Problem posing is one of the new teaching-learning methods in which students are given the opportunity to construct their own problems or reformulate existing problems. The purpose of this study is the effect of problem posing on ninth-grade students’ understanding of mathematics in concept of volume and area of geometric solids based on APOS theory. Its statistical population is the ninth-grade high school male students of Salmas County of West Azerbaijan province who studied in1400-1399. The sample was available to40 people for both experimental and control groups. This study is quasi-experimental in terms of practical purpose and implementation. The measurement tool of this research was two researcher-made written tests whose questions were selected based on APOS theory. Cronbach's alpha coefficient of pre-test and post-test were 0.794 and 0.809, respectively. The results of this study showed that the problem posing improved the average level of understanding of students in the experimental group compared to the control group based on APOS theory. Also, the problem posing created a significant difference between the performance of students in the experimental group and the control group in favor of the experimental group at the level of 0.05. Therefore, problem posing has an effect on students' mathematical understanding and improves their level of understanding based on APOS theory.
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