Editors:
- Describes significant trends of problem posing in school mathematics
- Outlines the importance of appropriate problem posing in the classroom
- Illustrates problem posing technique for pre-service teachers
- Investigates the impact of problem posing and problem solving activities utilizing cultural artifacts
Part of the book series: Research in Mathematics Education (RME)
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Table of contents (26 chapters)
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Front Matter
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Defining the Field: Interpreting Problem Posing in the Context of Mathematics Education
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Front Matter
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Mathematical Problem Posing in the School Mathematics Curriculum
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Front Matter
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Mathematics Problem Posing in Teacher Education Programs and Teacher Professional Development
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Front Matter
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About this book
The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students’ learning. A large number of studies have been conducted which have covered many research topics and methodological aspects of teaching and learning mathematics through problem posing. The Authors' groundwork has shown that many of these studies predict positive outcomes from implementing problem posing on: student knowledge, problem solving and posing skills, creativity and disposition toward mathematics. This book examines, in-depth, the contribution of a problem posing approach to teaching mathematics and discusses the impact of adopting this approach on the development of theoretical frameworks, teaching practices and research on mathematical problem posing over the last 50 years.
​​Reviews
“This edited book of 26 chapters is divided into four parts: defining the field; mathematical problem posing in the school curriculum, mathematical problem posing in teacher education, and concluding remarks. … there are many examples of problem-posing tasks scattered throughout the book’s many chapters. … the book is for mathematics education graduate students, but it could also be useful for mathematics teachers at a variety of levels who could gain ideas and tasks for classroom use.” (Annie Selden, MAA Reviews, maa.org, January, 2016)
Editors and Affiliations
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Department of Educational Sciences, University of Ploiesti, Bucharest, Romania
Florence Mihaela Singer
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Department of Mathematics, Illinois State University, Normal, USA
Nerida F. Ellerton
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Department of Mathematical Sciences, University of Delaware, Newark, USA
Jinfa Cai
About the editors
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.
Bibliographic Information
Book Title: Mathematical Problem Posing
Book Subtitle: From Research to Effective Practice
Editors: Florence Mihaela Singer, Nerida F. Ellerton, Jinfa Cai
Series Title: Research in Mathematics Education
DOI: https://doi.org/10.1007/978-1-4614-6258-3
Publisher: Springer New York, NY
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Science+Business Media, LLC, part of Springer Nature 2015
Hardcover ISBN: 978-1-4614-6257-6Published: 15 June 2015
Softcover ISBN: 978-1-4939-4747-8Published: 09 October 2016
eBook ISBN: 978-1-4614-6258-3Published: 12 June 2015
Series ISSN: 2570-4729
Series E-ISSN: 2570-4737
Edition Number: 1
Number of Pages: XXXI, 569
Number of Illustrations: 96 b/w illustrations, 52 illustrations in colour
Topics: Mathematics Education