A Proposed Conceptual Framework for Conducting Problem Posing Intervention in a Classroom

Abstract

Problem solving and problem-posing are two important areas in mathematics education. Literature shows that both strategies have significant impact on students' performance as well as increase student's motivation to learn mathematics. Problem posing strategies could trigger critical and creative thinking, stimulate students to think deeply, and provide students greater ability to solve math problems. However, there are lack of research that highlights the way to implement problem posing strategy in the classroom. Therefore, this concept paper will explain the underlying theory of mathematical problem posing strategies and propose a c