Teaching Mathematics through Problem Posing: four practices for handling students’ posed problems

Keywords: Problem Posing, Teaching Mathematics Through Problem Posing, P-PBL Instructional Model, Student Learning, Teaching Practice

Abstract

Problem posing is both a learning goal and an effective instructional approach, but what are the details of using this approach to foster students’ learning? In this paper, we use teaching cases to demonstrate a step-by-step instructional model that teachers can use to convert non-problem-posing tasks into problem-posing ones and use the tasks to foster students’ learning. More importantly, we provide a detailed illustration of the four practices that teachers and students can use to handle students’ posed problems. The paper ends with a discussion of future work to validate and improve the model and the challenges that teachers experience teaching through problem posing.

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Author Biographies

Yue Ma, University of Delaware

Master’s degree from University of Michigan. PhD candidate of Mathematics Education in University of Delaware, Newark, Delaware, the United States.

Jinfa Cai, University of Delaware

PhD degree from University of Pittsburgh. Kathleen and David Hollowell Professor of Mathematics Education in University of Delaware, Newark, Delaware, the United States

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Published
2024-08-17
How to Cite
MA, Y.; CAI, J. Teaching Mathematics through Problem Posing: four practices for handling students’ posed problems. Revemop, v. 6, p. e2024009, 17 Aug. 2024.
Section
Article