Problem Posing and Solving: an Intervention Study in Elementary School

Abstract

This study aimed to develop the ability to formulate mathematical problems and to examine the impact that this ability would have on problem solving. Third-grade students were divided into a control group and an experimental group. An intervention was conducted in the classroom with the experimental group based on the explanation of the parts that make up the word problems and the solution of the problems posed. The control group continued with usual school activities that did not involve problem posing. All participants completed a pre-test and a post-test. Improvements in relation to problem posing were observed in both groups, particularly in the experimental group. The students in the experimental group were the only ones to show progress in solving the problems. The main conclusion was that the intervention enables the development of the ability to formulate problems, and that associating problem posing and solving is the key to the solution of mathematical problems. Educational implications are discussed.

Keywords
Problem Posing; Problem Solving, Elementary School; Intervention Study in the Classroom