Proceedings of the 44rd Conference of the International Group for the Psychology of Mathematics Education, Kangshan, Taiwan, 19 - 22 July 2021, pp.1-8
This study aimed to examine middle school sixth grade students’ thinking processes
during posing problems and to discover the determinants of their problem-posing
processes. Eight students were asked to write three problems for each of the two
semi-structured problem-posing tasks, and then interviews were conducted with them.
The data were analyzed by means of the thematic analysis method. The findings of this
study indicated that students were affected by the mathematical structure of the activity
and their own situations when they were posing problems. In addition, eight codes
were determined under these themes, and it was observed that students tended to use
multiple codes together for different problems.