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Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., & Brenwald, S. (2008). Highlights from TIMSS 2007: Mathematics and science achievement of US fourth and eighth grade students in an international context (NCES 2009-2011 Revised). Washington DC: National Center for Education Statistics, Institute of Education Sciences, US Department of Education.

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• TITLE: Teach Ourselves: Technology to Support Problem Posing in the STEM Classroom

  AUTHORS: Carole R. Beal, Paul R. Cohen

  KEYWORDS: Mathematics Education; Technology-Based Instruction; Middle School Students

  JOURNAL NAME: Creative Education, Vol.3 No.4, August 10, 2012

  ABSTRACT: The theory of problem posing in mathematics education suggests that there are motivational and cognitive benefits for students from creating their own problems, yet such activities are not typically integrated into the traditional classroom. A field study was conducted to learn if middle school students (N = 224) could successfully create math and science problems using a web-based content-authoring and sharing system, and if the activity could be successfully integrated into classroom instruction. Over the twelve-week activity, students created their own math and science problems, and solved problems authored by their peers. Results showed that students were able to create problems successfully, but that problem solving dominated problem posing activities. The process of reviewing and approving students’ work was also challenging for teachers. Both students and teachers reported strongly positive responses to the activity.