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Mathematical Problem Posing pp 273–292Cite as

Using Problem Posing as a Formative Assessment Tool

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

Abstract

To become an effective mathematics problem solver, students must go beyond problem solving to pose problems and finally to create mathematical problems. It is only at this highest level of creation that students will begin to realize their true potential and experience the excitement of mathematical discovery and research. Considering the pedagogical benefits of problem posing, should the tasks not also be embedded into the classroom assessment for learning? This chapter explores the use of problem-posing tasks as a formative assessment tool to examine students’ thinking processes, understandings, and competencies. Based on the analytic scheme developed by Silver and Cai (Journal for Research in Mathematics Education 27: 521–539, 1996), this chapter describes how a team of teacher–researchers implemented problem-posing tasks and analyzed the problems posed by 75 high-ability secondary school students. The students’ performances were analyzed and evaluated in the light of problem complexity. Through this lens, patterns in students’ mathematical learning and thinking processes were interpreted in terms of their mathematical knowledge and how that knowledge is applied.

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Author information

Authors and Affiliations

  1. Department of Mathematics, Raffles Girls’ School (Secondary), Singapore, Singapore

    Meek Lin Kwek

Authors
  1. Meek Lin Kwek
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Correspondence to Meek Lin Kwek .

Editor information

Editors and Affiliations

  1. Department of Educational Sciences, University of Ploiesti, Bucharest, Romania

    Florence Mihaela Singer

  2. Department of Mathematics, Illinois State University, Normal, Illinois, USA

    Nerida F. Ellerton

  3. Department of Mathematical Sciences, University of Delaware, Newark, Delaware, USA

    Jinfa Cai

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Kwek, M.L. (2015). Using Problem Posing as a Formative Assessment Tool. In: Singer, F., F. Ellerton, N., Cai, J. (eds) Mathematical Problem Posing. Research in Mathematics Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6258-3_13

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