Mathematical Problem-Posing Research: Revisiting Some Answered and Unanswered Questions

• Ӧlmez, İbrahim Burak ^[1] ; Han, Jaepil ^[2] ; Hwang, Stephen ^[1] ; Cai, Jinfa ^[1]
  1. [1] University of Delaware

     University of Delaware

     Estados Unidos

     
  2. [2] University of Wyoming

     University of Wyoming

     Estados Unidos

     
• Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 28, 2025 (Ejemplar dedicado a: La importancia de la formulación de problemas en el desarrollo de conocimiento matemático), págs. 11-30
• Idioma: inglés
• DOI: 10.35763/aiem28.8124
• Títulos paralelos:
  • Investigación sobre la formulación de problemas matemáticos: revisión de algunas preguntas respondidas y no respondidas
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El propósito de esta revisión es sintetizar los avances de la investigación sobre formulación de problemas, retomando las tres preguntas del trabajo de Cai et al. (2015): ¿Pueden los estudiantes y los docentes ser entrenados de manera efectiva para plantear problemas de alta calidad? ¿Qué sabemos sobre los procesos cognitivos de la formulación de problemas? ¿Cómo se incluyen las actividades de formulación de problemas en los planes de estudio de matemáticas? En concreto, revisamos lo que sabemos actualmente con respecto a estas tres preguntas, incluidos los avances logrados hasta ahora y hallazgos adicionales en la investigación sobre la formulación de problemas matemáticos. Concluimos esta revisión ofreciendo preguntas adicionales y sugerencias para futuras investigaciones.

  • English

    In 2015, Cai et al. reviewed the state of knowledge in problem-posing research. The purpose of the current review is to explore what we have learned as a field over the last 10 years by focusing on three questions from Cai et al.’s (2015) review: Can students and teachers be effectively trained to pose high-quality problems? What do we know about the cognitive processes of problem posing? How are problem-posing activities included in mathematics curricula? Specifically, we review what we know currently with respect to the three questions, including the progress made so far and additional findings on mathematical problem-posing research. We conclude this review by offering additional questions and suggestions for future research.

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