Jinfa Cai , Boris Koichu , Benjamin Rott , Chunlian Jiang
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引用次数: 0
Abstract
In this paper, we aim to present an overarching picture of Mathematical Problem Posing (MPP) with a focus on the impact of task variables on MPP products and processes. Admittedly, there are many different settings with which to approach research related to task variables and their associated products and processes in MPP among mathematics students and teachers. In this paper, we approached related research in three kinds of settings: (1) the individual setting, (2) the group setting, and (3) the classroom setting. We then provide some theoretical considerations and literature review in examining task variables in MPP based on four questions: (1) What variables are considered in research on MPP? (2) What methods do researchers use to examine variables in MPP? (3) What do we learn from research on variables about MPP? (4) What might be future directions of research on MPP involving variables?
期刊介绍：
The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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