E. ZAKARIA, F. SALLEH

Table 3.

One way between-groups ANOVA in creativity scores based on teachers’ experience.

Variables Teachi ng experience N Mean F p

Teachers’ creativity K1: <6 yrs 43 8.53 6.831 .001

K2: 6 - 10 yrs 64 10.59

K3: >10 yrs 68 13.15

Teachers should be exposed to problem-generating activities

before they can perform this activity with students. Teachers

should engage students in class to participate in problem-posing

(Zakaria & Ngah, 2011). Creating a new problem or reformu-

lating a problem is not an easy task, and it requires planning,

skill, and personal strength to do this activity effectively. Pre-

vious studies have shown that problem posing can increase stu-

dents’ comprehension, encourage communication of mathema-

tics, improve students’ self-confidence, and establish positive at-

titudes towards mathematics. Problem posing should be given

serious consideration by teachers in preparing lesson activities.

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