Abstract
In this paper, we aim to present an overarching picture of Mathematical Problem Posing (MPP) with a focus on the impact of task variables on MPP products and processes. Admittedly, there are many different settings with which to approach research related to task variables and their associated products and processes in MPP among mathematics students and teachers. In this paper, we approached related research in three kinds of settings: (1) the individual setting, (2) the group setting, and (3) the classroom setting.
| Original language | English |
|---|---|
| Article number | 101186 |
| Number of pages | 17 |
| Journal | Journal of Mathematical Behavior |
| Volume | 76 |
| Early online date | 7 Sep 2024 |
| DOIs | |
| State | Published - Dec 2024 |
Keywords
- Mathematical problem posing
- P-PBL instructional model
- Problem-Posing-Based Learning (P-PBL)
- Problem-posing processes
- Task variables
ASJC Scopus subject areas
- Mathematics (miscellaneous)
- Education
- Applied Mathematics
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