An experimental use of learning environment for problem-posing as sentence-integration in arithmetical word problems

Abstract

We have developed a computer-based environment for learning by problem-posing as sentence-integration. The system was evaluated through two months usage in classroom by the ninety-nine students belonging to three classes of an elementary school second grade. As the results, we found that (1) the second grade students of elementary school had posed problems continuously with the system, and (2) both students and teachers answered questionnaires that the problem-posing activity using this system was useful for learning. Moreover, we confirmed that (3) our system improved the problem solving ability of low performance students. © 2008 Springer-Verlag Berlin Heidelberg.