mathematics education

mathematics

action research

mathematics teachers

teacher educators

mathematics teaching

instructional

grade students

relationship teacher

International journal of educational research

Teachers are at the heart of implementing any educational innovation or improvement. One critical need is to investigate how teachers learn to use problem posing to teach mathematics in the classroom. This article conceptualizes issues about mathematical problem posing (MPP) and about learning to teach through problem posing. It highlights significant recent findings on using problem posing for teachers’ learning. It discusses methodological issues about problem-posing research, as well as the future directions of research on learning to teach through problem posing. The international perspective provides a broad view of ways to integrate MPP in classrooms in general and the use of problem posing for teacher professional development in particular.

Learning to teach through mathematical problem posing: Theoretical considerations, methodology, and directions for future research