Abstract
A problem-posing system is developed with four phases including posing problem, planning, solving problem, and looking back, in which the "solving problem" phase is implemented by game-scenarios. The system supports elementary students in the process of problem-posing, allowing them to fully engage in mathematical activities. In total, 92 fifth graders from four different classes were recruited. The experimental group used the problem-posing system, whereas the control group followed the traditional paper-based approach. The study investigates the effects of the problem-posing system on students' problem-posing ability, problem-solving ability, and flow experiences. The results revealed more flow experiences, and higher problem-solving and problem-posing abilities in the experimental group.
| Original language | English |
|---|---|
| Pages (from-to) | 775-786 |
| Number of pages | 12 |
| Journal | Computers and Education |
| Volume | 58 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2012 Feb |
Keywords
- Applications in subject areas
- Elementary education
- Interactive learning environments
- Teaching/learning strategies
ASJC Scopus subject areas
- General Computer Science
- Education
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