An examination of undergraduate students’ problem-posing and its interaction with problem-solving processes

Joash Geteregechi

doi:10.29333/iejme/15738

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Joash Geteregechi ¹ ^*

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¹ Department of Mathematics, Ithaca College, Ithaca, NY, USA^* Corresponding Author

Abstract

This paper presents the findings of a study involving 16 undergraduate students enrolled in a basic financial mathematics course. The study aimed to examine the nature of the students’ problem-posing and problem-solving products and processes, as well as the interactions between the two. The findings revealed that the majority of the posed problems were valid but closely resembled the problems encountered in class. While most students modified multiple elements in the initial problems, these modifications were mainly cosmetic, such as changing numeric values. The modified problems could be solved by following the solutions used for the initial problems. Additionally, students’ problem-posing and problem-solving processes interacted in numerous mutually beneficial ways. For instance, during problem-posing, students utilized their problem-solving skills to enhance the quality of their problems. Similarly, the students established deep and valid connections between various mathematical concepts learned and discovered potential limitations in their knowledge.

Keywords

problem-posing
problem-solving
interaction
undergraduate problem-posing

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 20, Issue 1, February 2025, Article No: em0809

https://doi.org/10.29333/iejme/15738

Publication date: 01 Jan 2025

Online publication date: 20 Dec 2024

Article Views: 23

Article Downloads: 14

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How to cite this article

APA

Geteregechi, J. (2025). An examination of undergraduate students’ problem-posing and its interaction with problem-solving processes. International Electronic Journal of Mathematics Education, 20(1), em0809. https://doi.org/10.29333/iejme/15738

Vancouver

Geteregechi J. An examination of undergraduate students’ problem-posing and its interaction with problem-solving processes. INT ELECT J MATH ED. 2025;20(1):em0809. https://doi.org/10.29333/iejme/15738

AMA

Geteregechi J. An examination of undergraduate students’ problem-posing and its interaction with problem-solving processes. INT ELECT J MATH ED. 2025;20(1), em0809. https://doi.org/10.29333/iejme/15738

Chicago

Geteregechi, Joash. "An examination of undergraduate students’ problem-posing and its interaction with problem-solving processes". International Electronic Journal of Mathematics Education 2025 20 no. 1 (2025): em0809. https://doi.org/10.29333/iejme/15738

Harvard

Geteregechi, J. (2025). An examination of undergraduate students’ problem-posing and its interaction with problem-solving processes. International Electronic Journal of Mathematics Education, 20(1), em0809. https://doi.org/10.29333/iejme/15738

MLA

Geteregechi, Joash "An examination of undergraduate students’ problem-posing and its interaction with problem-solving processes". International Electronic Journal of Mathematics Education, vol. 20, no. 1, 2025, em0809. https://doi.org/10.29333/iejme/15738