The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students' learning. A large number of studies have been conducted which have covered many research topics and methodological aspects of teaching and learning mathematics through problem posing. The Authors' groundwork has shown that many of these studies predict positive outcomes from implementing problem posing on: student knowledge, problem solving and posing skills, creativity and disposition toward mathematics. This book examines, in-depth, the contribution of a problem posing approach to teaching mathematics and discusses the impact of adopting this approach on the development of theoretical frameworks, teaching practices and research on mathematical problem posing over the last 50 years.
Publisher: Springer-Verlag New York Inc.
Number of pages: 569
Weight: 9007 g
Dimensions: 235 x 155 x 31 mm
Edition: Softcover reprint of the original 1st ed. 201
"This edited book of 26 chapters is divided into four parts: defining the field; mathematical problem posing in the school curriculum, mathematical problem posing in teacher education, and concluding remarks. ... there are many examples of problem-posing tasks scattered throughout the book's many chapters. ... the book is for mathematics education graduate students, but it could also be useful for mathematics teachers at a variety of levels who could gain ideas and tasks for classroom use." (Annie Selden, MAA Reviews, maa.org, January, 2016)