id: 06494750
dt: a
an: 2015f.00431
au: Cai, Jinfa; Hwang, Stephen; Jiang, Chunlian; Silber, Steven
ti: Problem-posing research in mathematics education: some answered and
unanswered questions.
so: Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From
research to effective practice. New York, NY: Springer (ISBN
978-1-4614-6257-6/hbk; 978-1-4614-6258-3/ebook). Research in
Mathematics Education, 3-34 (2014).
py: 2014
pu: New York, NY: Springer
la: EN
cc: D50 D20
ut: problem posing; research in mathematics education; problem solving;
high-quality problems; use of technology; activities
ci:
li: doi:10.1007/978-1-4614-6258-3_1
ab: Summary: This chapter synthesizes the current state of knowledge in
problem-posing research and suggests questions and directions for
future study. We discuss ten questions representing rich areas for
problem-posing research: (a) Why is problem posing important in school
mathematics? (b) Are teachers and students capable of posing important
mathematical problems? (c) Can students and teachers be effectively
trained to pose high-quality problems? (d) What do we know about the
cognitive processes of problem posing? (e) How are problem-posing
skills related to problem-solving skills? (f) Is it feasible to use
problem posing as a measure of creativity and mathematical learning
outcomes? (g) How are problem-posing activities included in mathematics
curricula? (h) What does a classroom look like when students engage in
problem-posing activities? (i) How can technology be used in
problem-posing activities? (j) What do we know about the impact of
engaging in problem-posing activities on student outcomes?
rv: