Posing Mathematical Problems: An Exploratory Study
In this study, 53 middle school teachers and 28 prospective secondary school teachers worked either individually or in pairs to pose mathematical problems associated with a reasonably complex task setting, before and during or after attempting to solve a problem within that task setting. Written responses were examined to determine the kinds of problems posed in this task setting, to make inferences about cognitive processes used to generate the problems, and to examine differences between problems posed prior to solving the problem and those posed during or after solving. Although some responses were ill-posed or poorly stated problems, subjects generated a large number of reasonable problems during both problem-posing phases, thereby suggesting that these teachers and prospective teachers had some personal capacity for mathematical problem posing. Subjects posed problems using both affirming and negating processes; that is, not only by generating goal statements while keeping problem constraints fixed but also by manipulating the task's implicit assumptions and initial conditions. A sizable portion of the posed problems were produced in clusters of related problems, thereby suggesting systematic problem generation. Subjects posed more problems before problem solving than during or after problem solving, and they tended to shift the focus of their posing between posing phases based at least in part on the intervening problem-solving experience. Moreover, the posed problems were not always ones that subjects could solve, nor were they always problems with “nice” mathematical solutions.