Abstract
The goal of this chapter is to outline an approach for developing teachers’ proficiency in posing problems. Reasons why it is important for a mathematics teacher to be good problem poser are investigated. Links between knowing mathematics and knowing how to pose problems are also discussed. Training students in problem-solving techniques does not necessarily end in their learning mathematics. In this chapter, problem-posing activities based on the idea of transformation are described—two kinds of transformations are proposed and analyzed successively. The first is transforming problems from routine to advanced ones by changing elements in the problem space. The second is posing problems by transformation of representation. Developing problem-posing skills, from posing routine tasks to posing more complex mathematics problems, encourages student–teachers to think about problem posing as a creative professional activity. Lastly, the possibility to developing pupils’ capacity to pose problems via transformation is presented.
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Milinković, J. (2015). Conceptualizing Problem Posing via Transformation. In: Singer, F., F. Ellerton, N., Cai, J. (eds) Mathematical Problem Posing. Research in Mathematics Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6258-3_3
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