A Case Study of Learning by Problem-Posing in Introductory Phase of Arithmetic Word Problems

Abstract

We have developed an interactive environment for learning by problem-posing targeting arithmetic word problems that can be solved either by addition or subtraction. In our previous work, the environment was used by third or fourth grade students who have already acquired ability to solve the targeted problems. Therefore, problem-posing was an additional practice for the students and the purpose of the learning with the environment was sophistication of their ability. In this paper, practical use of the environment for the first grade students is reported. Just after the classes of problem solving of the arithmetic word problems, the way of problem-posing itself was taught in classes, and then, the environment was used as exercise of the problem-posing. Through this practice, we have confirmed that (1) the first grade students were able to pose problems in the environment, and (2) the practice to pose problems improved their ability not only in problem-posing but also in problem-solving.