Abstract
This chapter summarizes and responds to the content of the chapters in this section, all of which deal with students and their perspectives on problem posing and problem solving. Issues related to learning mathematical problem solving that are dealt with in the chapters concern addressing the cognitive demands that problems make, helping groups of students work on problems, promoting inductive and analogical reasoning, dealing with learning difficulties, and using information technology in solving problems. Issues related to learning how to pose mathematical problems concern helping students represent problems and formulate related problems. Each chapter in the section provides rich ideas for future research.
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References
Pólya, G. (1945). How to solve it. Princeton, NJ: Princeton University Press.
Pólya, G. (1954). Mathematics and plausible reasoning: Vol. 1, Induction and analogy in mathematics. Princeton, NJ: Princeton University Press.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334–370). New York: Macmillan.
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Kilpatrick, J. (2016). Reaction: Students, Problem Posing, and Problem Solving. In: Felmer, P., Pehkonen, E., Kilpatrick, J. (eds) Posing and Solving Mathematical Problems. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-28023-3_15
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DOI: https://doi.org/10.1007/978-3-319-28023-3_15
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