### Abstract

Problem posing is identified as an important activity in mathematics education and a critical skill to be acquired. Several studies implemented support systems for learning of problem posing which aid novice learners in successfully posing appropriate problems. However, such learners may not necessarily success in posing appropriate problems without the support. Toward further support for novice learners in acquiring problem posing as a mathematical skill, we have to understand failures occurring in problem posing by novice learners. This study experimentally investigated problem posing by novices and empirically described their failures. In our investigation, participants were engaged in a learning task to study an example by reproducing it and a novel generation task to pose their own problems, with the results indicating that some participants composed problems whose texts and solutions were inconsistent in the learning task.

Original language | English |
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Title of host publication | Proceedings of the 19th International Conference on Computers in Education, ICCE 2011 |

Pages | 370-377 |

Number of pages | 8 |

Publication status | Published - 2011 |

Event | 19th International Conference on Computers in Education, ICCE 2011 - Chiang Mai Duration: 2011 Nov 28 → 2011 Dec 2 |

### Other

Other | 19th International Conference on Computers in Education, ICCE 2011 |
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City | Chiang Mai |

Period | 11/11/28 → 11/12/2 |

### Fingerprint

### Keywords

- Learning from examples
- Mathematical learning
- Problem posing

### ASJC Scopus subject areas

- Education

### Cite this

*Proceedings of the 19th International Conference on Computers in Education, ICCE 2011*(pp. 370-377)

**Experimental study on failures in composing solution structures in mathematical problem problems.** / Kojima, Kazuaki; Miwa, Kazuhisa; Matsui, Tatsunori.

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

*Proceedings of the 19th International Conference on Computers in Education, ICCE 2011.*pp. 370-377, 19th International Conference on Computers in Education, ICCE 2011, Chiang Mai, 11/11/28.

}

TY - GEN

T1 - Experimental study on failures in composing solution structures in mathematical problem problems

AU - Kojima, Kazuaki

AU - Miwa, Kazuhisa

AU - Matsui, Tatsunori

PY - 2011

Y1 - 2011

N2 - Problem posing is identified as an important activity in mathematics education and a critical skill to be acquired. Several studies implemented support systems for learning of problem posing which aid novice learners in successfully posing appropriate problems. However, such learners may not necessarily success in posing appropriate problems without the support. Toward further support for novice learners in acquiring problem posing as a mathematical skill, we have to understand failures occurring in problem posing by novice learners. This study experimentally investigated problem posing by novices and empirically described their failures. In our investigation, participants were engaged in a learning task to study an example by reproducing it and a novel generation task to pose their own problems, with the results indicating that some participants composed problems whose texts and solutions were inconsistent in the learning task.

AB - Problem posing is identified as an important activity in mathematics education and a critical skill to be acquired. Several studies implemented support systems for learning of problem posing which aid novice learners in successfully posing appropriate problems. However, such learners may not necessarily success in posing appropriate problems without the support. Toward further support for novice learners in acquiring problem posing as a mathematical skill, we have to understand failures occurring in problem posing by novice learners. This study experimentally investigated problem posing by novices and empirically described their failures. In our investigation, participants were engaged in a learning task to study an example by reproducing it and a novel generation task to pose their own problems, with the results indicating that some participants composed problems whose texts and solutions were inconsistent in the learning task.

KW - Learning from examples

KW - Mathematical learning

KW - Problem posing

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UR - http://www.scopus.com/inward/citedby.url?scp=84860463417&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:84860463417

SN - 9786161201883

SP - 370

EP - 377

BT - Proceedings of the 19th International Conference on Computers in Education, ICCE 2011

ER -