Children's Problem Posing within Formal and Informal Contexts.

English, Lyn D.

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Peer reviewed

ERIC Number: EJ558836

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8251

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Children's Problem Posing within Formal and Informal Contexts.

English, Lyn D.

Journal for Research in Mathematics Education, v29 n1 p83-106 Jan 1998

Investigates the problem-posing abilities of third-grade children who displayed different profiles of achievement in number sense and novel problem solving. Concludes that children had difficulties in posing a range of problems in formal contexts in contrast to informal contexts, and children of different achievement profiles displayed different response patterns. Contains 49 references. (Author/ASK)

Descriptors: Grade 3, Mathematics Achievement, Mathematics Education, Mathematics Instruction, Number Concepts, Primary Education, Problem Solving

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A