چکیده:
In the first part of this study، first a brief introduction of problem posing was present and then، some frameworks and classifications of problem posing were reviewed. In the second part of the study the research that has been conducted in Iran was introduced. This quasi-experimental study was conducted with experimental and control groups which aimed to investigate the impact of fostering mathematics problem posing skills on 8th grade students’ ability to solve mathematical problems. The findings of the first part showed that problem posing skills was associated with problem solving ability، creativity and divergent thinking، and they improved each other. Problem posing process also could be used as a tool to gain a greater awareness of what''s going on in the minds of students. T-test analysis of the second part of paper showed that doing problem posing activities in the classroom made a significant difference in students'' problem solving skills.
خلاصه ماشینی:
This research was conducted using a quasi-experimental method with experimental and control groups, and its aim is to investigate the effect of developing problem posing skills on the mathematical problem solving ability of third-grade middle school students.
Cildir and Sezen 8 (2011) believe that "problem solving is one of the approaches that has been used many times to explain 1 Problem Posing 2 Einstein Insfeld 3 Stoyanova Ellerton 4 Silver 5 Mathematical Problem Posing 6 Kontorovich, Koichu, Leikin Berman 7 Yuan Sriraman 8 Cildir Sezen 008 a mathematical topic or determining student success, has been used.
The research section of this article seeks to find the answer to the following question: Does cultivating mathematical problem posing skills affect students' problem solving ability?
1 Lowrie 2 Problem posing situation 3 Misconceptions, Prejudices Deficiencies 4 Kilpatrick 5 The National Council of Teachers of Mathematics: NCTM 011 (Refer to page image) Problem Posing Over the last few decades, the process of mathematical problem posing has been studied by some mathematics researchers and educators (for example, English 1, 1997; Cai 2, 1998; Cai and Hwang 3, 2002) and definitions have been provided for it.
1 Routine 2 Christou, Mousoulides, Pittalis Pantazi 3 Editing, Selecting, Comprehending and Organizing Translating 014 for example, referred to the following story and asked the students to pose a problem based on it.
The goal of the second part of the research, which was conducted using a quasi-experimental design, was to investigate the effect of developing problem-posing skills on the ability to solve 028 mathematical problems of third-grade middle school students.
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