The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Crespo and Sinclair (2008) incorporated specific criteria provided by the researchers, such as surprise, novelty, simplicity, and fruitfulness that mathematicians use in choosing “interesting” problems (Burton, 1999;Sinclair, 2004), to complement participants' discussion of good problems after they had posed their own problems.”
From Approaches to Supporting and Measuring Mathematical Problem Posing: A Systematic Review of Interventions in Mathematics Education (2025) · cites this paper as Crespo & Sinclair (2008)
In the citing paper
“participants were asked to negotiate the meaning of “good” problems according to their posed problems to reach consensus among themselves about what should be considered as a good problem to pose.”
From Approaches to Supporting and Measuring Mathematical Problem Posing: A Systematic Review of Interventions in Mathematics Education (2025) · cites this paper as Crespo & Sinclair, 2008
In the citing paper
“The first one was collaboration with peers and included activities in which participants could share and express their perceptions of different posed problems, compare and categorize the posed problems, and discuss and modify the posed problems with peers (Cai et al., 2020;Cai & Hwang, 2021;Crespo & Sinclair, 2008;English, 1997;Leavy & Hourigan, 2020;Li et al., 2020;Silver et al., 1996).”
From Approaches to Supporting and Measuring Mathematical Problem Posing: A Systematic Review of Interventions in Mathematics Education (2025) · cites this paper as Crespo & Sinclair, 2008
In the citing paper
“Accordingly, four studies set a session of comprehension of the problem posing situation along with problemposing activity in their intervention (Chen et al., 2015;Crespo & Sinclair, 2008;English, 1997English, , 1998)).”
From Approaches to Supporting and Measuring Mathematical Problem Posing: A Systematic Review of Interventions in Mathematics Education (2025) · cites this paper as Crespo & Sinclair, 2008
In the citing paper
“In fact, students of all ages, including new teachers, have limited experience posing their own mathematical problems (Crespo & Sinclair, 2008).”
From The Effects of Problem Posing on Student Mathematical Learning: A Meta-Analysis (2014) · cites this paper as Crespo & Sinclair, 2008
1 more claim about this paper
Create a free account to see every claim other papers make about this one.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Henningsen, M., & Stein, M. K. (1997) · Journal for Research in Mathematics Education · doi:10.2307/749690 · Cited by 884
Cited by
Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing
Lee, Y., Capraro, R. M., & Capraro, M. M. (2018) · International Electronic Journal of Mathematics Education · doi:10.12973/iejme/2698 · Cited by 142
Can ChatGPT support prospective teachers in physics task development?
Küchemann, S., Steinert, S., Revenga, N., Schweinberger, M., Dinc, Y., Avila, K. E., & Kuhn, J. (2023) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.19.020128 · Cited by 132
The Effects of Problem Posing on Student Mathematical Learning: A Meta-Analysis
Rosli, R., Capraro, M. M., & Capraro, R. M. (2014) · International Education Studies · doi:10.5539/ies.v7n13p227 · Cited by 106
Papadopoulos, I., Patsiala, N., Baumanns, L., & Rott, B. (2022) · Center for Educational Policy Studies Journal · doi:10.26529/cepsj.878 · Cited by 39
Zhang, L., Stylianides, A. J., & Stylianides, G. J. (2025) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-025-10542-1 · Cited by 17
Metadata
- Authors
- Crespo, S., & Sinclair, N.
- Venue
- Journal of Mathematics Teacher Education
- Published
- 2008-06-05
- Volume
- 11
- Issue
- 5
- Pages
- 395-415
- ISSN
- 1386-4416 (ISSN-L)
- 1573-1820
- OpenAlex
- W2030339444
- Cited by
- 225
- References
- 1
- FWCI
- 15.74
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. https://app.cochat.ai/papers/10.1007/s10857-008-9081-0
- The paper
- Crespo, S., & Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-008-9081-0
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
