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Investigations in Mathematics Learning Volume 13, 2021 - Issue 2
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Articles

Rethinking Problem-Posing Situations: A Review

Lukas BaumannsInstitute of Mathematics Education, University of Cologne, CologneCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6697-3994
ORCID Icon &
Benjamin RottInstitute of Mathematics Education, University of Cologne, CologneORCID Iconhttps://orcid.org/0000-0002-8113-1584
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Pages 59-76 | Published online: 01 Dec 2020

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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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Özkan Ergene & Büşra Çaylan Ergene. (2023) Posing problems and solving self-generated problems: the case of convergence and divergence of series. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-28.
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Tuğrul Kar & Beyzanur Erkan. (2022) An Examination of Pre-Service Mathematics Teachers’ Problem-Formulation Performances. Investigations in Mathematics Learning 14:3, pages 184-198.
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Thomas Roberts, Cathrine Maiorca, Christa Jackson & Margaret Mohr-Schroeder. (2022) Integrated STEM as Problem-Solving Practices. Investigations in Mathematics Learning 14:1, pages 1-13.
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Lukas Baumanns & Benjamin Rott. (2022) Developing a framework for characterising problem-posing activities: a review. Research in Mathematics Education 24:1, pages 28-50.
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