Problem posing in mathematics: reflecting on the past, energizing the present, and foreshadowing the future. (English)

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, 547-556 (2014).

Summary: Five themes from the first 25 chapters of this book are identified: (a) the object of mathematical investigation as the construction of the problem itself and not just as finding the solution to a problem; (b) problem posing as an agent of change in the mathematics classroom; (c) integrating problem posing into mathematics classrooms; (d) problem posing as a conduit between formal mathematics instruction, problem solving, and the world outside the classroom; and (e) the need for appropriate theoretical frameworks for reflecting on problem posing. The fact that the chapters were prepared by a total of 52 authors from 16 countries is used to justify the claims that problem posing is not merely a local phenomenon, and that its place in school mathematics is gaining increasing recognition. Several imperatives for the field are set out, with mathematics educators urged to find ways and means of translating the obvious authenticity and enthusiasm displayed in this book into active research and practice in mathematics classrooms around the world.