Steven Silber is native to the city of Newark, Delaware. He earned his B.S. and M.S. degrees in Mathematics at West Virginia University. His research interests include learners’ thinking and reasoning while participating in novel mathematics tasks or situations. He is additionally interested in first-year undergraduate students’ transition to college-level mathematics courses, particularly students in remedial and introductory-level courses.
The Effect of a Problem-Posing Intervention on Undergraduate Developmental Students’ Problem Posing
This exploratory study examines undergraduate developmental mathematics students’ engagement in problem-posing activities, in order to develop an understanding of students’ mathematical thinking while posing problems and promote these students’ problem-posing skills through participation in a problem-posing intervention. Silber hypothesizes that a problem-posing intervention emphasizing task orientation (the active process of examining and making sense of a mathematical situation), using a variety of problem-posing strategies, and group and individual reflections on posing activities will assist students in developing their problem-posing skills.
- B.S. in Mathematics, West Virginia University, Morgantown, WV
- M.S. in Mathematics West Virginia University, Morgantown, WV
- Graduate Teaching Assistant, Mathematics for K-8 Teachers, University of Delaware (2016)
- Graduate Teaching Assistant, Mathematics for K-8 Teachers, University of Delaware (2014, 2015)
- Graduate Teaching Assistant, “First- Year Seminar”, West Virginia University, (2011–2012)
- Mentor, Institute for Mathematics Learning (2010–2011)
- Graduate Research Assistant, Department of Mathematics University of Delaware, (2012–2014, 2015)
- Marzocchi, A.S., Miller, E.K., & Silber, S.P. (2016). “Charting paths toward ‘common ground’: Fostering collaboration between mathematicians and mathematics educators.” Review of Mathematics & Mathematics Education: Searching for Common Ground by Michael N. Fried and Tommy Dreyfus (Eds., 2014). Journal for Research in Mathematics Education, 47(2), 199-203.
- Cai, J., Hwang, S., Jiang, C. & Silber, S. (2015). “Problem posing research in mathematics: Some answered and unanswered questions.” In F.M. Singer, N. Ellerton, & J. Cai (Eds.), Problem Posing: From Research to Effective Practice. Springer.
- Cai, J., Silber, S., Hwang, S., Nie, B., Moyer, J. C., & Wang, N. (2014). “Problem-solving strategies as a measure of longitudinal curricular effects on student.” In S. P. Liljedahl, C. O. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the joint meeting of the 38th International Group and the 36th North American Chapter for the Psychology of Mathematics Education (Vol. II) (pp. 233-240). Vancouver, British Columbia, Canada: International Group for the Psychology of Mathematics Education.
- Silber, S. (2015, April). “Pre-service Teachers’ Mathematical Thinking under Free and Structured Problem-Posing Situations.” Paper presented at the University of Delaware College of Education and Human Development 2015 Steele Symposium, Newark, DE.
- Silber, S. (2015, April). “Pre-Service Teachers’ Free and Structured Mathematical Problem Posing: An Exploratory Study.” Poster presented at the 2015 Annual Meeting of the American Educational Research Association, Chicago, Illinois.
- Cai, J., Silber, S., Hwang, S., Nie, B., Moyer, C., & Wang, N. (2014, July). “Problem-solving strategies as a measure of longitudinal curricular effects on student learning.” Research report presented at the meeting of The 38th Conference of the International Group for the Psychology of Mathematics Education, Vancouver, Canada.
- Silber, S. (2014, May). “The effect of posing guides on pre-service teachers’ mathematical problem posing.” Poster presented at the University of Delaware College of Education and Human Development 2014 Steele Symposium, Newark, DE.