Does Problem Posing Affect Self-Efficacy, Task Value, and Performance in Mathematical Modelling?
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| Title: | Does Problem Posing Affect Self-Efficacy, Task Value, and Performance in Mathematical Modelling? |
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| Language: | English |
| Authors: | Janina Krawitz (ORCID |
| Source: | Educational Studies in Mathematics. 2025 119(3):445-466. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 9 High Schools Junior High Schools Middle Schools Grade 10 |
| Descriptors: | Problem Solving, Self Efficacy, Performance, Mathematics Skills, Mathematical Models, Secondary School Students, Grade 9, Grade 10, Task Analysis |
| DOI: | 10.1007/s10649-025-10385-1 |
| ISSN: | 0013-1954 1573-0816 |
| Abstract: | Problem posing is a promising teaching method for enhancing motivation and performance in mathematics and more specifically in mathematical modelling. Hence, the goals of our study were twofold: (1) to examine the effects of problem posing on modelling performance, self-efficacy, and task values in solving modelling problems, and (2) to analyze whether problem posing affects modelling performance via self-efficacy and task values. In a randomized control trial involving ninth- and tenth-grade students (N = 210), participants were assigned to either a problem-posing and problem-solving group or to one of two problem-solving groups. Students in the problem-posing and problem-solving group received a booklet with descriptions of real-world situations and were prompted to pose and subsequently solve their own problems. Students in the two problem-solving groups received the same real-world situations with given problems and were asked to solve the problems. Before solving the problems, students in all groups reported their self-efficacy and task values. Prompting students to pose their own problems positively enhanced students' self-efficacy and partially improved their task values in solving modelling problems. Further, problem posing indirectly affected modelling performance via self-efficacy but not task values. However, problem posing had no total effect on modelling performance. The findings for self-efficacy and task values are in line with expectancy-value theories, adding new insights to the field by highlighting the importance of motivational constructs in problem-posing approaches and instructions aimed at fostering mathematical modelling. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1473432 |
| Database: | ERIC |
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| Abstract: | Problem posing is a promising teaching method for enhancing motivation and performance in mathematics and more specifically in mathematical modelling. Hence, the goals of our study were twofold: (1) to examine the effects of problem posing on modelling performance, self-efficacy, and task values in solving modelling problems, and (2) to analyze whether problem posing affects modelling performance via self-efficacy and task values. In a randomized control trial involving ninth- and tenth-grade students (N = 210), participants were assigned to either a problem-posing and problem-solving group or to one of two problem-solving groups. Students in the problem-posing and problem-solving group received a booklet with descriptions of real-world situations and were prompted to pose and subsequently solve their own problems. Students in the two problem-solving groups received the same real-world situations with given problems and were asked to solve the problems. Before solving the problems, students in all groups reported their self-efficacy and task values. Prompting students to pose their own problems positively enhanced students' self-efficacy and partially improved their task values in solving modelling problems. Further, problem posing indirectly affected modelling performance via self-efficacy but not task values. However, problem posing had no total effect on modelling performance. The findings for self-efficacy and task values are in line with expectancy-value theories, adding new insights to the field by highlighting the importance of motivational constructs in problem-posing approaches and instructions aimed at fostering mathematical modelling. |
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| ISSN: | 0013-1954 1573-0816 |
| DOI: | 10.1007/s10649-025-10385-1 |
