What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems
By Sandra Crespo, Nathalie Sinclair. 2008
218 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/c8927b050c10b7ddc442f1520a351bb4cf52341b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- I. Kontorovich
- Boris Koichu
- Florence Mihaela Singer
- N. Ellerton
- Jinfa Cai
- H. Wessels
- Catherine Paolucci
- Meixia Ding
In Experimental and Cognitive Psychology
In Statistics and Probability
- I. Kontorovich
- Boris Koichu
- Florence Mihaela Singer
- N. Ellerton
- Jinfa Cai
- H. Wessels
- Catherine Paolucci
- Meixia Ding
Citations in the corpus
- Dissecting success stories on mathematical problem posing: a case of the Billiard Task (2013, background): “In addition, one can argue, in line with Crespo and Sinclair (2008), that the descriptor meaningful belongs to the rarefied discourse of mathematicians rather than that of learners.”
- Problem-posing research in mathematics education: new questions and directions (2013, background): “The successful use of authentic mathematical activities in teaching requires teachers who have experience with such activities themselves as learners of mathematics (e.g., Brown &Walter, 2005; Crespo & Sinclair, 2008; Ellerton & Clarkson, 1996).”
- An Examination of Preservice Teachers’ Capacity to Create Mathematical Modeling Problems for Children (2017, background): “However, both PSTs and practicing teachers find the creation of such problems very challenging (Crespo & Sinclair, 2008; Franke & Kazemi, 2001; Osana & Pelczer, 2015).”