Scholarlink

Problem posing has gained much attention in research, yet teachers have slowly integrated it into classroom instruction. In the present study, preservice teachers (n = 83) participated in a semester-long problem-solving course with a 7-week unit focused on word problem instruction. The participants studied classifications of whole number word problems within this unit based on the Common Core State Standards for Mathematics (CCSSM) taxonomy (National Governors Association Center for Best Practices & Council of Chief State School Officers, Common core state standards for mathematics. Authors. https://learning.ccsso.org/wp-content/uploads/2022/11/Math_Standards1.pdf , 2012). The results showed that participants could pose wide-ranging problem structures involving a wide range of operations. Also, most participants could accurately match the problem structures to their semantic and computation sentences. The insights gained from this study suggest that integrating problem posing during instruction on the CCSSM taxonomy can enhance teachers’ understanding of whole number word problems.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Utilizing Problem Posing to Teach Whole Number Word Problem Structures

  • 章节

  • 发表日期：

    2026年

查看全文
  • Roslinda Rosli,
  • Julia E. Calabrese,
  • Mary Margaret Capraro,
  • Robert M. Capraro

摘要

Problem posing has gained much attention in research, yet teachers have slowly integrated it into classroom instruction. In the present study, preservice teachers (n = 83) participated in a semester-long problem-solving course with a 7-week unit focused on word problem instruction. The participants studied classifications of whole number word problems within this unit based on the Common Core State Standards for Mathematics (CCSSM) taxonomy (National Governors Association Center for Best Practices & Council of Chief State School Officers, Common core state standards for mathematics. Authors. https://learning.ccsso.org/wp-content/uploads/2022/11/Math_Standards1.pdf , 2012). The results showed that participants could pose wide-ranging problem structures involving a wide range of operations. Also, most participants could accurately match the problem structures to their semantic and computation sentences. The insights gained from this study suggest that integrating problem posing during instruction on the CCSSM taxonomy can enhance teachers’ understanding of whole number word problems.