The University of Montana
Department of Mathematical Sciences

Technical report #2/2005

An Empirical Taxonomy of Problem Posing Processes

Constantinos Christou
The University of Cyprus

Nicholas Mousoulides

The University of Cyprus

Marios Pittalis

The University of Cyprus

Demetra Pitta-Pantazi

The University of Cyprus


Bharath Sriraman
University of Montana


This article focuses on the construction, description and testing of a theoretical model of problem posing. We operationalize procesess that are frequently described in problem solving and problem posing literature inorder to generate a model. We name these processes editing quantitative information, their meanings or relationships, selecting quantitative information, comprehending and organizing quantitative information by giving it meaning or creating relations between provided information, and translating quantitative information from one form to another. The validity and the applicability of the model is empirically tested using five problem-posing tests with 143 6th grade students in Cyprus. The analysis shows that three different categories of students can be identified. Category 1 students are able to respond only to the comprehension tasks. Category 2 students are able to respond to both the comprehension and translation tasks, while Category 3 students are able to respond to all types of tasks. The results of the study also show that students are more successful in first posing problems that involve comprehending processes, then translation processes and finally editing and selecting processes.

Keywords: Problem Posing; Problem Solving; Quantitative Experimental Designs; Structural Equation Modeling

AMS Subject Classification: 97

Pre-Print Of
Sriraman, Bharath [2005] (with C. Christou, N. Mousoulides, M. Pittalis & D. Pitta-Pantazi). An empirical taxonomy of problem posing processes. International Reviews on Mathematical Education (ZDM) , vol 37, no.3, pp.149-158.

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