Integrating problem posing into school mathematics

Source abstract

For problem posing to play a more central role in mathematics classrooms, teachers must have access to resources for problem-posing activities. The integration of problem posing into school mathematics can be evaluated through the lens of three levels of curriculum: the planned curriculum, the intended curriculum, and the implemented curriculum. This article discusses how different countries are trying to integrate problem posing into school mathematics at the three different levels. This article provides recommendations to integrate problem posing into school mathematics to present a low barrier to entry for teachers and students, which can then serve as a springboard to solve the problem of problem posing in school mathematics.