Problem Posing and Problem Solving in Mathematics Education

Problem posing and problem-solving developments: Issues and themes within and from ICME 14 Topical Study Group contributions.- Trends and developments of mathematical problem-solving research to update and support the use of digital technologies in post-confinement learning spaces.- Problem posing and modeling: Confronting the dilemma of rigor or relevance.- Types of mathematical reasoning promoted in the context of problem-solving instruction in Geneva.- Prospective secondary school mathematics teachers' use of digital technologies to represent, explore and solve problems.- Primary school teachers' behaviors, beliefs, and their interplay in teaching for problem-solving.- Movie clips in the enactment of problem solving in the mathematics classroom within the framework of communication model.- On teaching of word problems in the context of early algebra.- Problem posing by mathematics teachers: The problems they pose and the challenges they face in the classroom.- Problem posing among preservice and inservice mathematics teachers.- An approach to developing the problem-posing skills of prospective mathematics teachers: Focus on the "what if not" heuristics.- Regulation of cognition during problem posing : A case study.- Problem posing in Pósa problem threads.- Conclusion: Mathematics problem posing and problem solving: Some reflection on recent advances and new opportunities.

Dr. Toh Tin Lam is Associate Professor at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore, and obtained his Ph.D. from the National University of Singapore (NUS) in Mathematics. He is currently Head of the Mathematics and Mathematics Education Academic Group of the Institute. His involvement as Teacher Educator sparked an interest to develop a second wing of research in mathematics education over the years. He has published extensively in international refereed journals in both mathematics and mathematics education. His research interest in mathematics education involves mathematical problem solving, mathematics teacher professional development, and school mathematics curriculum. He has led two large-scale mathematics education research projects on mathematical problem solving and continues to publish papers on this subject.
Manuel Santos-Trigo is Professor at the Mathematics Education Department, Centre for Research and Advanced Studies, Cinvestav-IPN, Mexico. He is Member of the Mexican Academy of Sciences and of the National Researchers System. He teaches graduate courses and does research in mathematical problem solving. His area of interest involves analyzing and documenting teachers and students' systematic and coordinated use of digital technologies in problem-solving activities. He completed his B.Sc. in mathematics at the National Polytechnic Institute in Mexico and a doctorate in mathematics education at the University of British Columbia, Canada. He did a post-doctorate research as Visiting Scholar at the University of California, Berkeley. He has been Visiting Professor at several institutions including Purdue University, l'université d'Orléans (France), and la Universidad de la Laguna (Spain). He has also been Principal Investigator of several research projects in the field of problem solving and the use of technology with national and international funding. He was Co-chair of the Topic Study Group on