In this chapter, the authors note that during the past 30 years there have been significant
advances in our understanding of the affective, cognitive, and metacognitive aspects of …

Abstract In research on mathematical problem posing, a broad spectrum of different
situations is used to induce the activity of posing problems. This review aims at …

The recent advancement of large language models presents numerous opportunities for
teaching and learning. Despite widespread public debate regarding the use of large …

The importance of this special issue is rooted in the idea that the cognitive and affective
fields are interrelated and support each other in the learning process. For example …

Teachers are at the heart of implementing any educational innovation or improvement. One
critical need is to investigate how teachers learn to use problem posing to teach …

This chapter synthesizes the current state of knowledge in problem-posing research and
suggests questions and directions for future study. We discuss ten questions representing …

The aim of this study is to explore student multiple representation skills and creativity in
solving mathematical problems when supported by a multimedia whiteboard system. The …

Since the National Council of Teachers of Mathematics ([NCTM], 2000) and the National
Research Council ([NRC], 2005) revealed that problem posing needed to be incorporated …

This article focuses on the construction, description and testing of a theoretical model of
problem posing. We operationalize procesess that are frequently described in problem …

School students of all ages, including those who subsequently become teachers, have
limited experience posing their own mathematical problems. Yet problem posing, both as an …