3 extractive question-and-answer pairs built from Effectiveness of Problem-based Learning on Mathematisation of Middle School Students | INDIAN EDUCATIONAL REVIEW, published by ejournals.ncert.gov.in. Source-evidenced topics include problem-based learning, mathematisation, middle school students, real-world problem-based mathematics activities, traditional method, mathematisation ability, mathematical intelligence tests, t-test. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 2 list, 1 factual. 2 of the 3 pairs (66.7%) ask explanatory questions; the remaining 1 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset explores the effectiveness of problem-based learning in enhancing mathematisation among middle school students, based on a study published in the Indian Educational Review. It includes three question-and-answer pairs derived from the study, focusing on the dimensions of mathematisation, tools used for data collection, and teaching methods employed. The study involved Grade 8 students from a rural school in Bihar, comparing real-world problem-based mathematics activities with traditional teaching methods.
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import desidata
df = desidata.load("ejournals-ncert-gov-in-16b543b518dc9ab10f924cb97b7bea45")
df.head()First 3 of 3 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What dimensions of mathematisation were enhanced by real-world problem-based mathematics learning? | understanding, organising, transforming, employing, and generalising | The findings of the study revealed that, real-world problem-based mathematics learning significantly enhanced the process of mathematisation, along with its dimensions namely understanding, organising, transforming, employing, and generalising than the traditional method. The findings underscore the significance of integrating real-world mathematics problems in school Mathematics curricula to enhance mathematisation process of students. Every teacher should learn how to mathematise, internalise it, and subsequently transact the procedure which should be reflected in the Mathematics curriculum. | 175 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/ier/article/view/5102 | The findings of the study revealed that, real-world problem-based mathematics learning significantly enhanced the process of mathematisation, along with its dimensions namely understanding, organising, transforming, employing, and generalising than the traditional method. | p[0] | 0.700 | valid | |
| What tools were used to collect data from the participants? | Self-developed mathematisation ability and mathematical intelligence tests | Published 2026-04-07 The present study examines the effect of problem-based learning on mathematisation of middle school students. Experimental method followed by a pre-test and post-test control group design was employed. Forty four Grade 8 students, age ranged from 11 to 14 years, from a rural middle school, located in a district of Bihar were selected in the experimental and control group randomly. The experimental group students were taught by real-world problem-based mathematics activities, and control group by the traditional method. Self-developed mathematisation ability and mathematical intelligence tests were used to collect the data from the participants. Analysis of covariance and t-test were used to analyse the data. | 546 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/ier/article/view/5102 | The experimental group students were taught by real-world problem-based mathematics activities, and control group by the traditional method. Self-developed mathematisation ability and mathematical intelligence tests were used to collect the data from the participants. | ||||
| What type of activities were used to teach the experimental group students? | real-world problem-based mathematics activities | Published 2026-04-07 The present study examines the effect of problem-based learning on mathematisation of middle school students. Experimental method followed by a pre-test and post-test control group design was employed. Forty four Grade 8 students, age ranged from 11 to 14 years, from a rural middle school, located in a district of Bihar were selected in the experimental and control group randomly. The experimental group students were taught by real-world problem-based mathematics activities, and control group by the traditional method. Self-developed mathematisation ability and mathematical intelligence tests were used to collect the data from the participants. Analysis of covariance and t-test were used to analyse the data. | 452 | factual | 0.490 | https://ejournals.ncert.gov.in/index.php/ier/article/view/5102 | The experimental group students were taught by real-world problem-based mathematics activities, and control group by the traditional method. | p[0] | 0.700 | valid |
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| p[0] |
| 0.700 |
| valid |