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Research in Mathematics Education Volume 24, 2022 - Issue 1
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Articles

Developing a framework for characterising problem-posing activities: a review

Lukas BaumannsInstitute of Mathematics Education, University of Cologne, Cologne, GermanyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6697-3994
ORCID Icon &
Benjamin RottInstitute of Mathematics Education, University of Cologne, Cologne, GermanyORCID Iconhttps://orcid.org/0000-0002-8113-1584
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Pages 28-50 | Received 18 Apr 2019, Accepted 13 Feb 2021, Published online: 18 Jun 2021

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Yeliz Yazgan & Tuğçe Kozaklı Ülger. (2023) Non-routine problem posing and prospective middle school mathematics teachers: an emotional perspective. International Journal of Mathematical Education in Science and Technology 54:10, pages 1945-1965.
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Articles from other publishers (4)

Lukas Baumanns & Benjamin Rott. (2022) Identifying Metacognitive Behavior in Problem-Posing Processes. International Journal of Science and Mathematics Education 21:5, pages 1381-1406.
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Diana Kirk. (2022) Exploring Task Equivalence for Software Engineering Practice Adaptation and Replacement. Exploring Task Equivalence for Software Engineering Practice Adaptation and Replacement.
Lukas Baumanns & Benjamin Rott. (2021) The process of problem posing: development of a descriptive phase model of problem posing. Educational Studies in Mathematics 110:2, pages 251-269.
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Aihui Peng, Mengdie Li, Lin Lin, Li Cao & Jinfa Cai. (2022) Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China. Eurasia Journal of Mathematics, Science and Technology Education 18:2, pages em2076.
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