PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Problem posing and developmental mathematics students
Page: 1671
Engaging in mathematical problem posing activities can have positive effects on students’mathematical thinking and can advance students’ understanding of mathematical concepts.Knowing how underprepared undergraduate students pose problems informs the use of problem-posing activities for helping these students advance their understanding of mathematics as theytransition to college-level mathematics courses. Forty-five undergraduate students enrolled in adevelopmental mathematics course participated in a written problem-posing assessment todescribe what underprepared undergraduate students’ problem posing looks like. Students’written responses were assessed for whether the response was a mathematical question, whetherthe responses were solvable, and the connections between each response a student provided.Results of the assessment indicate students at all levels of course performance posed solvablemathematical problems and commonly posed problems by changing the objective for each problemcreated.Key words: