| dc.description.abstract | This study discusses the effects of comprehension of word problems, formula, calculation and problem posing by the second-grade students of “Guess-Problem-Posing” activity. The researcher designed a system which called “Guess-Problem-Posing” to conduct the activity in this research. The process in this activity are including: (1) students learn the concept of mathematics; (2) personal problem solving; (3) personal posing problem; (4) group problem solving;(5) group posing problem, and (6) teacher scoring the problem of group. The purpose of this activity is improving the skills of student′s comprehension of word problems, formula and calculation.
In the research instruments, the researcher collect students’ data by word problem solving test, word problem posing assessment, system activity questionnaire, and interview. The aim of this study is to observe students’ problem solving skill and the difference with problem posing quality and guess problem performance between personal and group. The results show that: (1) After the activity of problem posing, the skills in comprehension of word problems, formula, and calculation have been improved. (2) The quality of group problem posing and group problem guessing is better than personal. (3) The student′s problem solving skill is positive correlation with the quality of problem posing. (4) The quality of expert scoring questions is related to the self-assessment of students. The more accurate the self-assessment of students, the better the quality of the questions. (5) The “Guess-Problem-Posing” system can help students learning mathematics by system activity questionnaire and interview. Moreover, discussing with peer and collaborative problem posing can give students more feedbacks and ideas for them. | en_US |