Integrating problem posing into the mathematics classroom: current advances and future directions of research. (December 2022)

• Record Type: Journal Article
• Authors: Li, Xinlian; Sun, Xiaojian; Cai, Jinfa
• Is Part Of: Current opinion in behavioral sciences. Volume 48(2022)
• Publication Date: 2022-12
• Subjects: Psychology -- Periodicals; 150.5
• DOI: 10.1016/j.cobeha.2022.101213
• Languages: English
• ISSNs: 2352-1546

Abstract

Abstract : Providing students opportunities to engage in problem posing activities is advocated in the mathematics curriculum standards of many countries — for instance, China and the United States. This paper synthesizes research from the last two years that addresses how to integrate problem posing into the classroom so that students can gain more problem posing learning opportunities. We summarize current ideas about this topic from three closely related factors: textbooks and teaching materials, teachers, and students. We then propose future directions for research about integrating problem posing into the classroom based on these research findings. This review contributes to realizing the educational goals of effectively integrating problem posing into the classroom, promoting the development of problem posing tasks in textbooks and teaching materials, and expanding strategies to teach mathematics through problem posing. Highlights: It is important to integrate problem posing into the classroom. Engaging problem posing provides students more learning opportunities. Synthesized research about how to integrating problem posing into the classroom.