Teaching and learning through mathematical problem posing: commentary
Lyn D. English
QUEENSLAND University of Technology, Kelvin Grove, BRISBANE, QUEENSLAND, 4059, AUSTRALIA
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Problem posing, Problem solving, Mathematical modelling, Inquiry-oriented contexts, STEM investigations

How to Cite

English, L. (2019). Teaching and learning through mathematical problem posing: commentary. International Journal of Educational and Scientific Research, (2(10), 30-39. Retrieved from http://scopuseu.com/scopus/index.php/bulletin-education/article/view/762
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The collection of articles in this special issue highlights the importance of problem posing from both teachers' and students' perspectives. Considerable research has been conducted across several decades on students' problem posing, as the authors of the articles indicate. In contrast, studies of teachers' knowledge of their students' thinking as they engage in mathematical problem-posing and their capabilities in posing problems have been limited. Because research on teachers' problem posing has not been proli'c, the current articles raise more issues and questions than they can answer. I explore some of these issues and the challenges they present.

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