Mathematical Problem Posing : Conceptual Considerations and Empirical Investigations for Understanding the Process of Problem Posing

Lukas Baumanns

ISBN 10: 3658399163 / ISBN 13: 9783658399160

Published by Springer Gabler, 2022

About this Item

Druck auf Anfrage Neuware - Printed after ordering - Mathematical problem posing as the substantive formulation of mathematical problems is an activity that lies at the heart of mathematics. In recent years, research in mathematics education has endeavored to gain insights into problem posing-conceptually as well as empirically. In problem-posing research, there has been a focus on analyzing products, that is, the posed problems. Insights into the processes that lead to these products, however, have so far been lacking. Within four journal articles, summarized in this cumulative dissertation, the author attempts to contribute to the understanding of problem-posing processes through conceptual considerations and empirical investigations. The conceptual part consists of a conducted systematic literature review to investigate problem-posing situations and problem-posing activities. The studies in the empirical part deal with the analyses of problem-posing processes of pre-service mathematics teachers from a macroscopic and microscopic perspective. The aim is to develop coherent and meaningful conceptual perspectives for analyzing empirical observations of problem-posing processes.

Seller Inventory # 9783658399160

Bibliographic Details

• Title: Mathematical Problem Posing : Conceptual Considerations and Empirical Investigations for Understanding the Process of Problem Posing
• Publisher: Springer Gabler
• Publication Date: 2022
• Language: English
• ISBN 10: 3658399163
• ISBN 13: 9783658399160
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 210W x 148H x 18D millimeters 210 millimeters width by 148 millimeters height by 18 millimeters depth
• Weight: 416 grams

About this title

Synopsis

Mathematical problem posing as the substantive formulation of mathematical problems is an activity that lies at the heart of mathematics. In recent years, research in mathematics education has endeavored to gain insights into problem posing—conceptually as well as empirically. In problem-posing research, there has been a focus on analyzing products, that is, the posed problems. Insights into the processes that lead to these products, however, have so far been lacking. Within four journal articles, summarized in this cumulative dissertation, the author attempts to contribute to the understanding of problem-posing processes through conceptual considerations and empirical investigations. The conceptual part consists of a conducted systematic literature review to investigate problem-posing situations and problem-posing activities. The studies in the empirical part deal with the analyses of problem-posing processes of pre-service mathematics teachers from a macroscopic and microscopic perspective. The aim is to develop coherent and meaningful conceptual perspectives for analyzing empirical observations of problem-posing processes.

About the Author

About the author

Lukas Baumanns was a research assistant at the Institute for Mathematics Education at the University of Cologne. He currently works at the University of Cologne at the Chair of Special Education in Mathematics