
06494750
a
2015f.00431
Cai, Jinfa
Hwang, Stephen
Jiang, Chunlian
Silber, Steven
Problemposing research in mathematics education: some answered and unanswered questions.
Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From research to effective practice. New York, NY: Springer (ISBN 9781461462576/hbk; 9781461462583/ebook). Research in Mathematics Education, 334 (2014).
2014
New York, NY: Springer
EN
D50
D20
problem posing
research in mathematics education
problem solving
highquality problems
use of technology
activities
doi:10.1007/9781461462583_1
Summary: This chapter synthesizes the current state of knowledge in problemposing research and suggests questions and directions for future study. We discuss ten questions representing rich areas for problemposing 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 highquality problems? (d) What do we know about the cognitive processes of problem posing? (e) How are problemposing skills related to problemsolving skills? (f) Is it feasible to use problem posing as a measure of creativity and mathematical learning outcomes? (g) How are problemposing activities included in mathematics curricula? (h) What does a classroom look like when students engage in problemposing activities? (i) How can technology be used in problemposing activities? (j) What do we know about the impact of engaging in problemposing activities on student outcomes?