Long-term Use of Learning Environment for Problem-Posing in Arithmetical Word Problems

An experimental study on a computer-based environment for learning by problem-posing has been developed for the students. A long-term evaluation with the system was carried out for two months by testing it in a classroom composed by 99 students belonging to three second grade classes at an elementary school. Two systems were arranged in each class for the students and they were allowed to use the systems freely only during out-of-class time. We analyzed problem-posing logs in the system, the results of questionnaires, information extraneous problem test, and schema priming test for this experiment. From the output of this study, we found that: (1) our system improved the problem solving ability of low performing students, (2) the second grade students posed problems continuously using the system, and (3) both students and teachers answered questionnaires which showed that the problem-posing activity using this system was interesting and useful for learning.