### Abstract

Problem posing by which learners create problems by themselves has been identified as an important activity in mathematics education. However, problem posing is a heavy task for both learners and teachers because it is a divergent task that has various possible answers. To develop problem posing skill of leaners, it is indispensable to evaluate posed problems, particularly when they include errors in mathematical structures. To provide a basis in designing computational support for addressing errors to improve problem posing skill, this study empirically investigated errors of mathematical word problems posed by novices. Undergraduates were engaged in a problem-posing task where they were asked to pose many, diverse and unique problems from a problem initially given. Posed problems that included errors were analyzed, with the result indicating that when the undergraduates failed to pose problems, their problems mostly had errors regarding setting constraints. We then discussed how to approach errors in problem posing by computational systems.

Original language | English |
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Title of host publication | Workshop Proceedings of the 21st International Conference on Computers in Education, ICCE 2013 |

Publisher | UHAMKA PRESS |

Pages | 187-191 |

Number of pages | 5 |

Publication status | Published - 2013 |

Event | 21st International Conference on Computers in Education, ICCE 2013 - Bali Duration: 2013 Nov 18 → 2013 Nov 22 |

### Other

Other | 21st International Conference on Computers in Education, ICCE 2013 |
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City | Bali |

Period | 13/11/18 → 13/11/22 |

### Fingerprint

### Keywords

- Computational support
- Mathematical learning
- Problem posing
- Word problems

### ASJC Scopus subject areas

- Computer Science (miscellaneous)
- Education

### Cite this

*Workshop Proceedings of the 21st International Conference on Computers in Education, ICCE 2013*(pp. 187-191). UHAMKA PRESS.

**Empirical study on errors of mathematical word problems posed by learners.** / Kojima, Kazuaki; Miwa, Kazuhisa; Matsui, Tatsunori.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

*Workshop Proceedings of the 21st International Conference on Computers in Education, ICCE 2013.*UHAMKA PRESS, pp. 187-191, 21st International Conference on Computers in Education, ICCE 2013, Bali, 13/11/18.

}

TY - GEN

T1 - Empirical study on errors of mathematical word problems posed by learners

AU - Kojima, Kazuaki

AU - Miwa, Kazuhisa

AU - Matsui, Tatsunori

PY - 2013

Y1 - 2013

N2 - Problem posing by which learners create problems by themselves has been identified as an important activity in mathematics education. However, problem posing is a heavy task for both learners and teachers because it is a divergent task that has various possible answers. To develop problem posing skill of leaners, it is indispensable to evaluate posed problems, particularly when they include errors in mathematical structures. To provide a basis in designing computational support for addressing errors to improve problem posing skill, this study empirically investigated errors of mathematical word problems posed by novices. Undergraduates were engaged in a problem-posing task where they were asked to pose many, diverse and unique problems from a problem initially given. Posed problems that included errors were analyzed, with the result indicating that when the undergraduates failed to pose problems, their problems mostly had errors regarding setting constraints. We then discussed how to approach errors in problem posing by computational systems.

AB - Problem posing by which learners create problems by themselves has been identified as an important activity in mathematics education. However, problem posing is a heavy task for both learners and teachers because it is a divergent task that has various possible answers. To develop problem posing skill of leaners, it is indispensable to evaluate posed problems, particularly when they include errors in mathematical structures. To provide a basis in designing computational support for addressing errors to improve problem posing skill, this study empirically investigated errors of mathematical word problems posed by novices. Undergraduates were engaged in a problem-posing task where they were asked to pose many, diverse and unique problems from a problem initially given. Posed problems that included errors were analyzed, with the result indicating that when the undergraduates failed to pose problems, their problems mostly had errors regarding setting constraints. We then discussed how to approach errors in problem posing by computational systems.

KW - Computational support

KW - Mathematical learning

KW - Problem posing

KW - Word problems

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M3 - Conference contribution

AN - SCOPUS:84896469686

SP - 187

EP - 191

BT - Workshop Proceedings of the 21st International Conference on Computers in Education, ICCE 2013

PB - UHAMKA PRESS

ER -