Abstract
This paper reports a study about how a teacher educator shared knowledge with teachers when they worked together to implement mathematical problem posing (MPP) in the classroom. It includes feasible methods for getting practitioners to use research-based tasks aligned to the curriculum in order to encourage children to pose mathematical problems. Techniques, challenges, and strategies of implementing an MPP focus were also reported.
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The research reported was part of a larger research project funded by the National Science Council of Taiwan ROC. Opinions in this report are those of the author and not representing those from the funding agency. The author wishes to thank the editor of Educational Studies in Mathematics and the guest editors of this special issue for the time and effort in the whole reviewing process; also the few anonymous reviewers for constructive comments on earlier versions of this manuscript; and finally, the schoolteachers for participation in this research.
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Leung, Sk.S. Teachers implementing mathematical problem posing in the classroom: challenges and strategies. Educ Stud Math 83, 103–116 (2013). https://doi.org/10.1007/s10649-012-9436-4
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DOI: https://doi.org/10.1007/s10649-012-9436-4