A Qualitative Meta-Analysis of Assessment Frameworks of Mathematical Problem-Posing Skills

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Haghjoo Saeid; Reyhani Ebrahim

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Journal Paper

Paper Information

Journal: Research in School and Virtual Learnin Year:2022 | Volume:9 | Issue:3 Page(s): 9-28

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Information Journal Paper

Title

A Qualitative Meta-Analysis of Assessment Frameworks of Mathematical Problem-Posing Skills

Author(s)

Haghjoo Saeid | Reyhani Ebrahim | Issue Writer Certificate

Keywords

Problem-PosingQ4

Problem-Posing Evaluation MethodQ4

Problem-Posing Evaluation Framework Evaluation criteriaQ4

Generalizability TheoryQ4

qualitative meta-analysisQ4

Abstract

Today, Problem-Posing is one of the most important topics in mathematics education research. One of the challenges researchers face after investigating Problem-Posing skills and thinking processes is how to evaluate them. The present study investigates the content and methodology of these studies to determine their structure. This study presents a qualitative meta-analysis of the major frameworks that researchers have used to evaluate the posed problems in order to provide a comprehensive picture of these studies. To this purpose, 25 studies on evaluating Problem-Posing Skills were selected from 83 research studies conducted between 1994 and 2020 and analyzed descriptively and instrumentally. Students presenting a solution, adaptability, mathematical expression, linguistic knowledge and expression, solvability, quantity, and quality of data, Open-Ended and generalizable problems, solution strategies, and multiple solutions are among the nine common criteria identified by the meta-analysis findings. In addition, after reviewing the research, a framework with 11 criteria was created, with an emphasis on mathematical Problem-Posing and problem-solving. With the aid of Generalizability Theory, this framework has been validated by experts in mathematics and mathematics education, as well as teachers from all three grades, and has been evaluated in two stages.

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