The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Learning to teach through mathematical problem posing: Theoretical considerations, methodology, and directions for future research
Abstract
Abstract 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 mathematics in the classroom. This article conceptualizes issues about mathematical problem posing (MPP) and about learning to teach through problem posing. It highlights significant recent findings on using problem posing for teachers’ learning. It discusses methodological issues about problem-posing research, as well as the future directions of research on learning to teach through problem posing. The international perspective provides a broad view of ways to integrate MPP in classrooms in general and the use of problem posing for teacher professional development in particular.
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“the complex and multifaceted nature of mathematical problem posing (Cai & Hwang, 2020;Cai & Leikin, 2020;Kontorovich, 2020), as well as the frequently non-transparent mechanisms underlying the more or less effective interventions on developing this competence, make it difficult for researchers and practitioners to understand or replicate best practice.”
From Approaches to Supporting and Measuring Mathematical Problem Posing: A Systematic Review of Interventions in Mathematics Education (2025) · cites this paper as Cai & Hwang, 2020
In the citing paper
“This distinction underscores that the impact of a problem posing intervention could vary depending on the roles of the participants.”
From Enhancing mathematical problem posing competence: a meta-analysis of intervention studies (2024) · cites this paper as Cai and Hwang (2020)
In the citing paper
“Given that PP tasks remain somewhat rare in textbooks, teachers who wish to engage their students in P-PBL must exercise agency (Priestley et al., 2015), designing PP tasks (or redesigning PS tasks; Cai & Hwang, 2021) and furthermore predicting the kinds of problems their students can pose based on given problem situations (Cai & Hwang, 2020).”
From Textbooks as a Resource for Teaching Mathematics Through Problem Posing: Catalyzing Instructional Change (2025) · cites this paper as Cai & Hwang, 2020
In the citing paper
“Additionally, it has proven effective in creating more learning opportunities for all students (Cai and Hwang 2020).”
From The Impacts of Problem‐Posing Intervention on the Mathematical Proficiency of Undergraduate Developmental Mathematics Students' Developmental Mathematics (2026) · cites this paper as Cai and Hwang 2020
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Citations
Cites
Problem-posing research in mathematics education: looking back, looking around, and looking ahead
Silver, E. A. (2013) · Educational Studies in Mathematics · doi:10.1007/s10649-013-9477-3 · Cited by 130
Cited by
Empirical research on problem solving and problem posing: a look at the state of the art
Liljedahl, P., & Cai, J. (2021) · ZDM – Mathematics Education · doi:10.1007/s11858-021-01291-w · Cited by 171
Self-citationCan 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
What Research Says About Teaching Mathematics Through Problem Posing
Cai, J. (2022) · Éducation et didactique · doi:10.4000/educationdidactique.10642 · Cited by 114
Self-citationPreservice teachers’ mathematical understanding exhibited in problem posing and problem solving
Yao, Y., Hwang, S., & Cai, J. (2021) · ZDM – Mathematics Education · doi:10.1007/s11858-021-01277-8 · Cited by 78
Self-citationWang, M., Walkington, C., & Rouse, A. (2022) · Investigations in Mathematics Learning · doi:10.1080/19477503.2022.2105104 · Cited by 55
Metadata
- Authors
- Cai, J., & Hwang, S.
- Venue
- International Journal of Educational Research
- Publisher
- Elsevier BV
- Published
- 2020
- Volume
- 102
- Pages
- 101391
- ISSN
- 0883-0355 (ISSN-L)
- OpenAlex
- W2912396804
- Cited by
- 215
- References
- 1
- FWCI
- 51.93
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
