Dataset of Additive Problem Posing with Integers by Students in 6th year of Primary Education and 1st year of Secondary Education
Description
This dataset is composed of all the participations from a total of 266 students in the 6th year of Primary Education and 1st year of Secondary Education. The activity consisted on the resolution of several activities related to Additive Problem Posing with Integers.
Files
Steps to reproduce
This dataset was collected from 266 Spanish students in the transition from Primary to Secondary Education: 127 students in 6th grade (aged 11–12) and 139 students in 1st grade of Secondary Education (aged 12–13). Students completed a questionnaire with two semi-structured tasks designed to study problem posing with integers: - Writing a problem statement from the abstract operation 2 – 3 = –1. - Writing a problem statement from two points and a vector on the number line representing the same operation. These tasks required students to transfer additive situations with integers from abstract and graphical representations into the contextual dimension (problem posing). All responses were coded according to three categories: - Propositional structure: complete story, complete problem, incomplete problem, non-numerical situation. - Concrete model: displacement, neutralization, or no model. - Semantic structure: change, comparison, combination, two-change, or non-additive. The dataset contains anonymized student responses and their classifications. It enables analyses of how students understand additive operations with integers, the influence of representational formats (abstract vs. number line), and differences between Primary and Secondary students. This material is particularly relevant for research in mathematics education, as it highlights the role of problem posing in understanding integers, the types of contexts students choose (temperature, building floors, profit/loss), and the prevalence of certain semantic structures such as change problems. By providing insight into how learners at different educational levels generate mathematical problems, this dataset offers a basis for investigating cognitive processes, instructional influences, and opportunities for improving the teaching and learning of integers.