Document Type
Article
Language
eng
Publication Date
9-2012
Publisher
Springer
Source Publication
Educational Studies in Mathematics
Source ISSN
0013-1954
Original Item ID
doi: 10.1007/s10649-012-9429-3
Abstract
In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students who had used a standards-based curriculum in middle school performed equally well or better in high school than students who had used more traditional curricula. The findings from this study not only show evidence of strengths one might expect of students who used the standards-based reform curriculum but also bolster the feasibility and validity of problem posing as a measure of curriculum effect on student learning. In addition, the findings of this study demonstrate the usefulness of employing a qualitative rubric to assess different characteristics of students' responses to the posing tasks. Instructional and methodological implications of this study, as well as future directions for research, are discussed.
Recommended Citation
Cai, Jinfa; Moyer, John; Wang, Ning; Hwang, Stephen; Nie, Bikai; and Garber, Tammy, "Mathematical Problem Posing as a Measure of Curricular Effect on Students' Learning" (2012). Mathematics, Statistics and Computer Science Faculty Research and Publications. 74.
https://epublications.marquette.edu/mscs_fac/74
Comments
Accepted version. Educational Studies in Mathematics, (September 2012). DOI. © 2012 Springer. Used with permission.
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