What Teachers Learn From Students’ Problem Posing in Algebra: A Self-Study With Eighth Graders

Abstract

This self-study explores how reflective analysis of eighth-grade students’ mathematical problem-posing and problem-solving activities enhances teachers’ instructional insights and influences pedagogical decisions.
Implemented within a design-based research framework, the study examined 79 Hungarian eighth graders’ abilities to create structurally and semantically correct algebraic word problems. Results indicated that while most students successfully generated structurally coherent problems, many encountered difficulties formulating semantically meaningful contexts. Reflective analysis highlighted specific instructional gaps, underlining the importance of explicit teaching interventions targeting semantic comprehension. Overall, carefully thinking about how students create problems proved to be a useful way to identify areas for improvement in teaching, helping to make better adjustments that support students’ understanding of concepts and their ability to think mathematically.