Mathematical Problem Posing pp 493-511 | Cite as

# A Collection of Problem-Posing Experiences for Prospective Mathematics Teachers that Make a Difference

## Abstract

Without significant work on problem posing during teacher preparation, prospective teachers will enter the profession with limited vision and strategies for mathematics teaching. Based on previous and ongoing research on problem posing, the author proposes three essential strands for a problem posing framework that strives to teach prospective teachers to: (a) mindfully pose problems to students; (b) engage in problem posing with their students; and (c) pose personally and socially relevant mathematics problems. These strands engage prospective teachers with enduring questions for teachers of mathematics: What makes a mathematics problem educational? Who poses mathematics problems in the classroom? and Why do people spend time posing and solving mathematics problems? These three strands, individually and combined, can empower prospective teachers as problem posers and as teachers of mathematics who will pose rich and engaging problems to and with their future students.

### Keywords

Problem-posing experience Prospective teachers Mathematics teacher education Problem-posing framework Empowered problem posing Disempowering posing practice Interactive problem posing Mathematically interesting problems Socially relevant problems Quality of posing experience Quality of mathematics problems## Notes

### Acknowledgement

This work was supported by the National Science Foundation under Grant No. 0546164. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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