Mathematical Problem Posing

Name: Mathematical Problem Posing
SKU: bd999f8364115587acf763429765a367
Price: 179 EUR
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Bol 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. 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. 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.

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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. 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. 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.

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