Date of Award

1-1-1997

Degree Type

Thesis

Degree Name

Doctor of Philosophy

Faculty

Faculty of Education

First Advisor

Professor Nerida Ellerton

Second Advisor

Dr Jack Bana

Third Advisor

Dr Tony Henington

Abstract

Despite the fact that problem posing has been recommended as a useful mathematical activity in the curriculum documents of several countries, research about the types of problem-posing situations in which students could be involved, and about the effects of these problem-posing activities on students' mathematical performance is limited. The application of problem posing in school mathematics has been hindered by the absence of a framework which links problem posing, problem solving and mathematics curricula

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