Mathematical Problem Posing: From Research to Effective Practice: 2 (Research in Mathematics Education) - Tapa blanda

Acerca del autor

Florence Mihaela Singer is a full professor in the Teacher Training Department of the University of Ploiesti, Romania. Her expertise is in curriculum design and development (all grades, all subjects for pre-university education), curriculum administration, teacher training, textbook development (mathematics), Educational management, and international consultancy in education.

Dr. Nerida Ellerton has two doctoral qualifications: one in theoretical and physical chemistry and one in mathematics education. She is an experienced teacher, with a specialist focus on mathematics and has taught at elementary, secondary and college levels. She was Dean of the Faculty of Education at the University of Southern Queensland for four years and is currently a full professor at Illinois State University in the Department of Mathematics.

Dr. Jinfa Cai is an affiliated Full Professor in the School of Education at the University of Delaware. His primary appointment is in the Department of Mathematical Sciences. His research interests include cognitive studies of the teaching and learning of mathematics, mathematical assessment, cross-cultural studies, problem solving and teacher education.

De la contraportada

This international review offers current findings on the art and science of problem posing and its multiple contributions to mathematics teaching, learning, training, and curriculum design. Diverse perspectives on problem posing frame the concept as a springboard for scientific inquiry and the process as a means to promote mathematical understanding across the primary and secondary grades. Problem posing is demonstrated as enhancing students' problem-solving skills, bolstering knowledge retention, and improving attitudes toward mathematics, and the book provides evidence-based strategies for its integration into both classroom work and teacher education. This information is particularly critical as mathematics-based knowledge continues to dominate technology and the sciences.

Among the topics covered:

• Using digital technology for mathematical problem posing.
• Problem posing as a tool for identifying and developing mathematical creativity.
• Problem posing as providing students with content-specific motives.
• What high school teachers mean when they say "I pose my own problems."
• Problem posing as a motivational tool in primary school teacher training.
• Problem posing as an integral component of the mathematics curriculum.

For mathematics educators as well as mathematics education researchers, Mathematical Problem Posing brings clarity and innovative understanding to a central element in the continuing progress of the field.