Description
Book SynopsisChapter 1. New Advances and Directions of Mathematical Problem-Posing Research.- Part 1: History and Fundamentals of Problem-Posing Research.- Chapter 2. Teaching Mathematics Through Problem Posing: Contributions of Brown and Walter’s Book “The Art of Problem Posing” in Problem-Posing Research.- Chapter 3. Problem Formulating as a Gateway to Problem Posing: A Retrospective Look.- Chapter 4. Footprints Through a Landscape of Mathematical Problems: Edward Silver and His Research on Mathematical Problem Posing.- Chapter 5. How Mathematicians Pose Problems: A Historical Examination.- Chapter 6. Solving a Problem as a Catalyst for Problem Posing.- Chapter 7. Research On Mathematical Creativity and Problem Posing: State of the Art and Future Development.- Chapter 8. Reviewing the Current State of Knowledge in Mathematical Problem-Posing Research.- Part 2: Process of Problem Posing.- Chapter 9. Unstructured Situations as Initiation for Problem-Posing Processes: Validation of a Descriptive Phase Model of Problem Posing.- Chapter 10. Investigating the Use of Prompts on Prospective Mathematics Teachers’ Problem-Posing Processes.- Chapter 11. Mathematical Problem-Posing Abilities: A Study of Chilean Upper Primary Students.- Chapter 12. Influence of the Characteristics of Problem-Posing Situations on Preservice Teachers’ Performance and Affective Processes.- Chapter 13. Exploring Connections Between Problem Posing and Problem Solving: Illustrations of Problem Posing as Meaning-Making Within Problem Solving.- Chapter 14. Motivating Discussion of Problem Posing Through Forums in Asynchronous Elementary Mathematics Education Courses.- Chapter 15. How Problems Are Posed: Some Observations.- Chapter 16. Reformulation and Generation as Facets of Problem Posing and Their Relationships with Mathematical Performance and Creativity.- Chapter 17. Fostering Meaningful Problem Posing Through Playful Math.- Part 3: Teaching and Learning Mathematics through Problem Posing.- Chapter 18. Operationalization of the Educational Objectives via Problem Posing in Education of Prospective Primary Teachers.- Chapter 19. Charting the Domain of Challenges Associated with the Design and Implementation of Interventions for Enhancing Mathematical Problem-Posing Competence.- Chapter 20. Facilitating Authentic Problem Posing in Mathematical Modelling: A Case of 12th-Grade Students.- Chapter 21. Utilizing Problem Posing to Teach Whole Number Word Problem Structures.- Chapter 22. From Professional Development to the Classroom: The Spiral Model of Teachers’ Problem Posing for their Students.- Chapter 23. Teaching Mathematics Through Problem Posing in Early Childhood: Exploring the Relationship Between a Task and the Problems Posed by Students.- Part 4: Teacher and Teacher Learning with Respect to Problem Posing.- Chapter 24. Challenging Teachers to Solve and Pose Challenging Problems—A Case Study.- Chapter 25. Problem Posing, Trait Curiosity, and Mathematical Curiosity.- Chapter 26. Problem Posing as a Means for Developing Preservice Teachers’ Mathematical Creativity.- Chapter 27. Problem Posing in Preservice Math Teacher Education in Brazil.- Chapter 28. The Power of a Five-Finger Problem-Posing Strategy in the Mathematics Classroom.
