Please indicate your level of agreement with the following statements by placing an X in the appropriate column to the right of each item. STRONGLY STRONGLY DISAGREE AGREE AGREE Creating original mathematics problems helps me understand mathematics □5 □4 □3 □2 □1 concepts more effectively than solving assigned problems. Creating original mathematics problems enhances my confidence in □5 □4 □3 □2 □1 mathematics more generally. I am more engaged and interested in mathematics when I am allowed to create □5 □4 □3 □2 □1 my own problems. Creating original mathematics problems is more satisfying than answering □5 □4 □3 □2 □1 problems posed by the instructor. Creating original problems causes me to think about my own thinking □5 □4 □3 □2 □1 (metacognition) more. The problems I choose to create I select because they are concepts I have □5 □4 □3 □2 □1 difficulty with and want to understand better. The problems I choose to create I select because they are related to concepts I □5 □4 □3 □2 □1 enjoy. The problems I choose to create I select because they are related to concepts I □5 □4 □3 □2 □1 have not been able to explore enough in class. I find creating problems more challenging than answering problems by the □5 □4 □3 □2 □1 instructor. The exercise of creating problems would have been valuable earlier on in my □5 □4 □3 □2 □1 IMSA mathematics experience (e.g., during an MI course.) I find myself thinking about my original problems outside of class. □5 □4 □3 □2 □1 OVER- Has the exercise of creating original mathematics problems enhanced your motivation in math class? If so, in what ways?
Please indicate your level of agreement with the following statements by placing an X in the appropriate column to the right of each item. STRONGLY AGREE AGREE STRONGLY DISAGREE Creating original mathematics problems helps me understand mathematics concepts more effectively than solving assigned problems. □5 □4 □3 □2 □1 Creating original mathematics problems enhances my confidence in mathematics more generally. □5 □4 □3 □2 □1 I am more engaged and interested in mathematics when I am allowed to create my own problems. □5 □4 □3 □2 □1 Creating original mathematics problems is more satisfying than answering problems posed by the instructor. □5 □4 □3 □2 □1 Creating original problems causes me to think about my own thinking (metacognition) more. □5 □4 □3 □2 □1 The problems I choose to create I select because they are concepts I have difficulty with and want to understand better. □5 □4 □3 □2 □1 The problems I choose to create I select because they are related to concepts I enjoy. □5 □4 □3 □2 □1 The problems I choose to create I select because they are related to concepts I have not been able to explore enough in class. □5 □4 □3 □2 □1 I find creating problems more challenging than answering problems by the instructor. □5 □4 □3 □2 □1 The exercise of creating problems would have been valuable earlier on in my IMSA mathematics experience (e.g., during an MI course.) □5 □4 □3 □2 □1 I find myself thinking about my original problems outside of class. □5 □4 □3 □2 □1 OVER- Has the exercise of creating original mathematics problems enhanced your motivation in math class? If so, in what ways?
OriginalProblems.docx