Problem posing in the context of teaching for advanced problem solving

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Three teams of pre-service mathematics teachers were engaged in an assignment of designing teaching sequences aimed at empowering high-school students to understand solutions to International Mathematics Olympiad problems. The assignment was rich with problem-posing opportunities. The data – the sequences, posed problems and reflections – were analyzed in order to reveal the underlying structure of the participants' problem-posing experiences. The findings support two conclusions. First, problem posing in mathematics teacher education can be promoted a-didactically, as an implicit objective of an activity having teaching for problem solving as an explicit goal. Second, problem posing that requires pre-service teachers to cope with mathematics that is challenging for them, provides rich learning opportunities and can result in worthwhile posed problems.

Original languageEnglish
Article number101428
Number of pages13
JournalInternational Journal of Educational Research
Early online date21 May 2019
StatePublished - 2020


  • A-didactical approach
  • Advanced problem solving
  • Mathematical challenge
  • Olympiad problems
  • Pre-service mathematics teacher education
  • Problem posing

All Science Journal Classification (ASJC) codes

  • Education


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