Académique Documents
Professionnel Documents
Culture Documents
discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/245280700
CITATIONS
READS
140
175
2 AUTHORS:
Edward A. Silver
Jinfa Cai
University of Michigan
University of Delaware
SEE PROFILE
SEE PROFILE
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact support@jstor.org.
National Council of Teachers of Mathematics is collaborating with JSTOR to digitize, preserve and extend
access to Journal for Research in Mathematics Education.
http://www.jstor.org
AN ANALYSISOF ARITHMETICPROBLEM
POSINGBY MIDDLE SCHOOLSTUDENTS
EDWARD A. SILVER, Universityof Pittsburgh
JINFA CAI, Universityof Delaware
The mathematical
problemsgeneratedby 509 middleschoolstudents,who weregiven a briefwritten "story-problem"
descriptionandaskedto pose questionsthatcouldbe answeredusingtheinformation,were examinedfor solvability,linguisticandmathematicalcomplexity,andrelationships
within the sets of posed problems.It was found thatstudentsgenerateda largenumberof solvable mathematicalproblems,many of which were syntacticallyand semanticallycomplex, and
thatnearlyhalf the studentsgeneratedsets of relatedproblems.Subjectsalso solved eight fairly
andtheirprobperformance
complexproblems,andtherelationshipbetweentheirproblem-solving
lem posing was examinedto reveal that"good"problemsolvers generatedmore mathematical
problemsandmorecomplex problemsthan"poor"problemsolvers did. The multiple-stepdata
analysisschemedevelopedandusedhereinshouldbe usefulto teachersandotherresearchersinterested in evaluatingstudents'posing of arithmeticstoryproblems.
Recentrecommendations
for the reformof school mathematicssuggestan imporandEvaluation
tantroleforstudent-generated
problemposing.Forexample,theCurriculum
Standardsfor School Mathematics(NCTM, 1989) explicitly states that students
should"havesome experiencerecognizingandformulatingtheirown problems,an
theProfessional
(p. 138).Furthermore,
activitythatis attheheartof doingmathematics"
Standardsfor TeachingMathematics(NCTM, 1991) suggests the importanceof
teachers'providingopportunitiesfor studentsto pose theirown problems:"Students
shouldbe given opportunities
to formulateproblemsfromgiven situationsandcreate
new problemsby modifyingthe conditionsof a given problem"(p. 95). Thesedocumentsreflectan apparent
to makeprobhighlevel of interestamongmanypractitioners
lem posinga moreprominentfeatureof classroominstruction.Evidenceof thisinterest canalsobe inferredfromtherecentpublication
of a collectionof practitioner-oriented
articlesrelatedto problemposing(Brown& Walter,1993)andtheappearance
of numerous articlesin popularjournalswhose audienceis primarilyelementaryschoolteachers(e.g.,Silverman,Winograd,& Strohauer,1992;Maddon,1994).Infact,atthistime,
it appearsthatpractitionerinterestis runningfar aheadof the developmentof credible techniquesfor assessingmathematicalproblemposing andthe accumulationof
solid researchevidence regardingits nature.
522
523
524
on the fact thatpriorresearchhas shown the efficacy for elementaryand community college students of problem-posing experiences related to the writing or
rewritingof arithmeticstoryproblems.A greaterunderstandingof this particular
type of mathematicalproblemposingcanhavebotha practicalanda theoreticalpayoff. In particular,a scheme to analyzethe complexityof arithmeticstoryproblems
generatedby studentscouldbe useful bothto teachers,who mightwish to use such
orto measurestudentprogress,
a schemeto evaluatetheeffectivenessof theirinstruction
andto researchers,who mightuse it and/orthe resultsobtainedfromits use to help
them understandat least one form of a cognitive activity called problemposing.
METHOD
Subjects
middleschoolstudentsattendingschools
Subjectswere509 sixth-andseventh-grade
in four differentlow-income communitiesin urbanlocations in the United States.
The studentsattendedfour middle schools thatwere partof the QUASAR project
during the 1990-91 school year. QUASAR was intended to foster innovative
commathematicsinstructionin middleschoolsservingeconomicallydisadvantaged
in
the
munities(Silver& Stein,1996).Exceptfortheirinterestin participating QUASAR
project,the schools were typical of urbanmiddle schools in the U.S. The students
in the schools were also typical:An ethnically and linguisticallydiverse population (about50% of the studentswere AfricanAmerican,about20% were White,
about20%Latino,andabout10%AsianAmerican)who performedgenerallybelow
average on standardizedachievement tests. The sample was divided approximately equally between boys and girls.
Tasks and Administration
525
Question#2
Question#3
Data Coding
526
Responses
Nonmath
questions
Mathquestions
Statements
Solvable
Nonsolvable
Semantic
analysis
Linguistic
syntactic
analysis
527
528
529
530
Five
Examples
Did Arturodrive 80 miles more thanElliot?
[None]
How many miles did Elliot drive?
[Restate]
How many more miles did Elliot drive thanJerome?
[Compare/restate]
How many miles did the threeboys drive altogether?
[Group/restate/restate]
How many times would they have to get gas if they got 60
miles each fill up?
[Vary/group/restate/restate]
Did Arturodrive a longer time thanJeromeand Elliot drove
altogetherin the regularway?
[Compare/restate/group/restate/vary]
531
Table 2
Percent and Direction of Changes in Complexityof MathematicalProblemsAcross Responses
Directionof change in complexity
Less to more complex
Same
More to less complex
Responses
1st to 2nd
48%
20%
32%
1st to 3rd
55%
20%
25%
RelationshipsAmongPosed Responses
This analysisfocused on examiningpossible relationshipsamongthe responses
thatmightilluminatestrategicaspectsof the thinkingstudentsmay have done while
posing theirproblems.In particular,studentsmightpose theirsecondor thirdproblems in close associationwith theirfirst or second posed problems.Adaptingthe
analysisapproachdevelopedby Silveret al. (1996), we examinedtwo differenttypes
of relationshipsamongresponses:symmetricresponsesandchainedresponses.Sets
of symmetricresponseswere those thatreflectedrelationshipsbetween or among
given or imputedobjectsin the problemspace. Anotherkind of relatednessis evidentif the second or thirdposed responserequiresuse of informationderivedfrom
the solutionof an earlierposedproblem.Sets of questionshavingthis characterwere
consideredto be chainedresponses.Figure3 containsexamplesof symmetricand
chainedresponses.
Twenty-sevenpercentof the studentsgeneratedsymmetricresponses.Thesewere
usually in sets of threeresponses,but sometimestherewere only two responsesin
a symmetricset. For the studentswho gave symmetricresponses,their second or
thirdresponses appearedto be generatedby changingsome objects or conditions
froma priorposedresponse.Forexample,in thefirstexampleof thesymmetric
responses
in Figure3, the secondandthe thirdquestionswereposedjust by changingthename
"Jerome"in the first questionto "Elliot"and "Arturo,"respectively.Similarly,in
the second example of the symmetricresponsesin Figure3, the second and third
questionswereposed simplyby changingtherelationalterm"most"in the firstquestion to the relationalterms "least"and "middle,"respectively.Thirty-sixpercent
of the studentsgeneratedchainedresponses.Almost half of the chainedresponses
were found in sets of three;thatis, all the responsesgiven by some studentswere
relatedin this way.
About 45% of the students provided responses that were either symmetric
responses, chained responses, or both. Of those who provided such responses,
some studentsgave responsesthatwerebothsymmetricandchained,andsomeother
studentsgave only one type. Examiningthe firstresponsesof those who had symmetricand/orchainedresponsesrevealedthatabout40% of the studentsprovided
first responses involving Elliot, as in, "How many miles did Elliot drive?" or
"Elliotdrove 100 miles." The mileage thatElliot drove appearedto act as a primiformanystudentsin thehypothesized
tive,or"firstunknown,"
drivingsituationdescribed
in the given situation.
532
Symmetric Responses
HowmanymilesdidJeromedrive?
How manymilesdid Elliotdrive?
How manymilesdidArturodrive?
OR
Whodrovethe most miles?
Whodrovethe least?
Whodrovein the middle?
Chained Responses
Howmanymilesdid Elliotdrive?
HowmanymilesdidArturodrive?
Howmanymilesdidthe threeboys drivealtogether?
OR
Howmanymilesdid Elliotdrive?
Howmanymilesdid Elliotand Jeromedrivealtogether?
HowmanymoremilesdidArturodrivethanElliotand
Jeromedrovealtogether?
Figure 3. Examplesof responsesets classified as symmetricor chained.
Responses OtherThanMathematicalQuestions
About 10%of the students'responseswere classified as nonmathematicalquestions, of which aboutone of every five was the sortthatmight be asked in a reading comprehensionexercisebasedon the passage(e.g., "Whatarethe namesof the
threeboys on thetrip?""Whattripdidtheygo for?""Aretheytiredof the driving?").
Aboutone thirdof the nonmathematicalquestionsinvolvedquestioningthe underlying rationalefor the given informationor for the mathematicalrelationships(e.g.,
"Why[did] Arturodrive 80 miles morethanElliot?""Whydid Arturodrivemore
miles than Jerome?").Other nonmathematcalquestions involved other issues,
such as students'complaintsaboutbeing asked to pose problems(e.g., "Whyare
you asking me to do this?""My teacherdid not teach us how to do this.").
Nearly20%of the students'responseswere classifiedas statements.The majority of theseinvolvedrestatementsof the given information,suchas "Arturodrove80
or inferencesbasedon the given informamiles morethanElliot"or interpretations
tion,suchas "Elliotdrove100 miles."In some cases the interpretivestatementswere
incorrectandappearedto involvemistakinga relationalpropositionfor anassignment
533
534
535
536
The simple taskused in this studywas successfulin evoking considerablearithmetic problem-posingactivityon the partof middle school students.Furthermore,
the applicationof the semanticcategoryandlinguisticcomplexityanalysesconducted
in thisstudy,andtheexaminationof problemrelatedness,
provedusefulin illuminating
mathematical
the
students'
of
problemposing.Nevertheless,it is cermanyaspects
used in this study. Othermeato
the
scheme
are
limitations
true
that
there
tainly
sures could have been used to assess the linguistic and mathematicalcomplexity
of the posed problems.For example,linguisticcomplexitycould have been determinedby measuringtextcoherenceratherthanby examininglinguisticpropositional
structures.Similarly,it can be arguedthat semanticcategoryanalysis is only one
way to examine the mathematicalcomplexity of the posed problems;the method
developedby Leung (1993) used GPS graphsinvolving associatedcountsof problem objects and operators,is a valid alternativeand may have yielded somewhat
differentresults.Moreover,the schemeis certainlylimitedto arithmeticstoryproblems, andthis is only one type of problemthatmay be of interestto researchersand
teachers.Despitethese limitations,however,the schemedevelopedandused in this
thatarithmeticstoryproblemsgeneratedby middleschool
studyclearlydemonstrates
studentscan be analyzedand not merely described.
The analyticschemeused in this studyoffers teachersandresearchersa credible
meansby whichto examinethe complexityandsophisticationof the arithmeticstory
537
538
REFERENCES
Brown,S. I., & Walter,M. I. (1993).Problemposing:Reflectionsandapplications.Hillsdale,NJ:Erlbaum.
Charles,R. I., & Silver,E. A. (Eds.).(1988). Theteachingand assessing of mathematicalproblemsolving. Reston, VA: NationalCouncil of Teachersof Mathematics.
Cocking,R. R., & Mestre,J. P. (Eds.).(1988).Linguisticand culturalinfluenceson learningmathematics.
Hillsdale, NJ: Erlbaum.
Ellerton,N. F. (1986). Children'smadeup mathematicsproblems:A new perspectiveon talentedmathematicians.EducationalStudiesin Mathematics,17, 261-271.
Hashimoto,Y. (1987). Classroompracticeof problemsolving in Japaneseelementaryschools. In J. P.
Becker & T. Miwa (Eds.), Proceedings of the U.S.-Japan Seminar on Mathematical Problem
Solving (pp. 94-119). Columbus,OH: ERIC/SMEACClearinghouse(ED 304-315).
Healy, C. C. (1993). Creating miracles: A story of student discovery. Berkeley, CA: Key
CurriculumPress.
Keil, G. E. (1965). Writingand solving originalproblemsas a means of improvingverbal arithmetic
IndianaUniversity,1964).Dissertation
Abstracts
problemsolvingability(Doctoraldissertation,
International,
25(12), 7109.
Kilpatrick,J. (1987). Problemformulating:Wheredo good problemscome from?In A. H. Schoenfeld
(Ed.), Cognitivescience and mathematicseducation(p.123-147). Hillsdale, NJ: Erlbaum.
Krutetskii, V. A. (1976). The psychology of mathematicalabilities in school children. Chicago:
Universityof Chicago Press.
Lane, S. (1993). The conceptualframeworkfor the developmentof a mathematicspeformanceassessment instrument.EducationalMeasurement:Issues and Practice, 12(2), 16-23.
Lane, S., & Silver, E. A. (1995). Equityand validity considerationsin the design and implementation
of a mathematicsperformanceassessment:The experienceof the QUASAR project.In M. Nettles,
& A. L. Nettles (Eds.), Equityand excellence in educationaltestingand assessment(pp. 185-219).
Boston, MA: Kluwer.
Leung, S. S. (1993). The relationof mathematicalknowledge and creativethinkingto the mathematical problemposing of prospectiveelementaryschool teacherson tasks differingin numericalinformation content (Doctoral dissertation, University of Pittsburgh, 1993). Dissertation Abstracts
International,54(06), 2082.
Maddon,P. J. (1994). Making storyproblemsrelevant.ArithmeticTeacher,41, 526-527.
Magone, M., Cai, J., Silver E. A., & Wang, N. (1994). Validatingthe cognitive complexity and content quality of a mathematics performance assessment. International Journal of Educational
Research,21(3), 317-340.
Marshall,S. P. (1995). Schemasin problem solving. New York:CambridgeUniversityPress.
Mayer,R. E., Lewis, A. B., & Hegarty,M. (1992). Mathematicalmisunderstandings:Qualitativereasoningaboutquantitativeproblems.In J. I. D. Campbell(Ed.),Thenatureand originsof mathematical
skills (pp. 137-154). Amsterdam:Elsevier.
National Council of Teachers of Mathematics. (1989). Curriculumand evaluation standardsfor
school mathematics.Reston, VA: Author.
NationalCouncilof Teachersof Mathematics.(1991). Professionalstandardsfor teachingmathematics.
Reston, VA: Author.
Newell, A., & Simon, H. A. (1972). Humanproblemsolving. Englewood Cliffs, NJ: PrenticeHall.
Perez,J. A. (1986). Effects of student-generatedproblemson problemsolving performance(Doctoral
dissertation,ColumbiaUniversity, 1985). DissertationAbstractsInternational,46(10), 2954.
Schoenfeld, A. H. (1985). Mathematicalproblemsolving. Orlando,FL: Academic Press.
Scott, N. C. (1977). Inquiry strategy, cognitive style, and mathematicsachievement. Journalfor
Research in MathematicsEducation,8, 132-143.
Secada, W. G. (1992). Race, ethnicity,social class, language,and achievementin mathematics.In D.
A. Grouws(Ed.),Handbookof researchon mathematicsteachingand learning(pp. 623-660). New
York:Macmillan.
Silver,E. A. (1985). Teachingand learningmathematical
problemsolving:Multipleresearchperspectives.
Hillsdale, NJ: Erlbaum.
539
AUTHORS
EDWARD A. SILVER, Professor of Cognitive Studies and Mathematics Education, School of
Education; and Senior Scientist, Learning Research and Development Center; University of
Pittsburgh,Pittsburgh,PA 15260
JINFA CAI, Assistant Professor, Departmentof MathematicalSciences, University of Delaware,
Newark,DE 19716