Mathematical Problem-Posing Research: Revisiting Some Answered and Unanswered Questions
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
In 2015, Cai et al. reviewed the state of knowledge in problem-posing research. The purpose of the current review is to explore what we have learned as a field over the last 10 years by focusing on three questions from Cai et al.’s (2015) review: Can students and teachers be effectively trained to pose high-quality problems? What do we know about the cognitive processes of problem posing? How are problem-posing activities included in mathematics curricula? Specifically, we review what we know currently with respect to the three questions, including the progress made so far and additional findings on mathematical problem-posing research. We conclude this review by offering additional questions and suggestions for future research.
Dados da obra
- Tipo
- Artigo
- Periódico
- Avances de Investigación en Educación Matemática, n. 28
- Editora
- Sociedad Española de Investigación en Educación Matemática
- Ano
- 2025
- Idioma
- en
- Palavras-chave
- Problem posing; Mathematics; Cognitive processes; Student learning; Curriculum
- Temas
- Currículo
- DOI
- 10.35763/aiem28.8124
- ISSN
- 2254-4313
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ÖLMEZ, İbrahim Burak et al.. Mathematical Problem-Posing Research: Revisiting Some Answered and Unanswered Questions. Avances de Investigación en Educación Matemática, n. 28, 2025. DOI: https://doi.org/10.35763/aiem28.8124.
APA
Ölmez, İ. B., Han, J., Hwang, S., & Yao, Y. (2025). Mathematical Problem-Posing Research: Revisiting Some Answered and Unanswered Questions. Avances de Investigación en Educación Matemática. https://doi.org/10.35763/aiem28.8124
BibTeX
@article{olmez2025,
author = {Ölmez, İbrahim Burak and Han, Jaepil and Hwang, Stephen and Yao, Yiling},
title = {Mathematical Problem-Posing Research: Revisiting Some Answered and Unanswered Questions},
year = {2025},
journal = {Avances de Investigación en Educación Matemática},
number = {28},
publisher = {Sociedad Española de Investigación en Educación Matemática},
doi = {10.35763/aiem28.8124},
language = {en}
}RIS
TY - JOUR AU - Ölmez, İbrahim Burak AU - Han, Jaepil AU - Hwang, Stephen AU - Yao, Yiling TI - Mathematical Problem-Posing Research: Revisiting Some Answered and Unanswered Questions PY - 2025 JO - Avances de Investigación en Educación Matemática IS - 28 DO - 10.35763/aiem28.8124 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
Proof in Mathematics Education: A Bibliometric Analysis Using R Biblioshiny and VOSviewer
Journal of Research and Advances in Mathematics Education
-
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27489
Download disponível Baixar PDF na fonte: Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII (abre em nova aba) Acessar texto completo: Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII (abre em nova aba) -
Research on the Pathways and Practices of Integrating Chinese Philosophy into Advanced Mathematics Teaching
Journal of Education and Educational Research, v. 18, n. 3 · DOI 10.54097/nrrpnn04
-
Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration
Sustainable Education and Digital Transformation · DOI 10.33902/sedt.202635703
Download disponível Baixar PDF na fonte: Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration (abre em nova aba) Acessar texto completo: Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration (abre em nova aba)