Publication at Faculty of Education |
2009
Abstract
Problem posing is often referred to in some studies (e.g. Silver, 1994) as one of the important features of mathematical activity.
A question that naturally follows concerns the nature of problem posing as a mathematical activity: In which aspects is problem posing conceived as a mathematical activity? The aim of this paper is to confront two points of view: of researchers and those of young teachers with a short teaching experience (2 - 5 years). We first give a general characteristics of mathematical activity and then we focus on the connections between the teachers' opinions and their perception of their students', namely of their interests and the benefits that they can gain from problem-posing activities.