The practice of problem posing is as important to develop as problem solving. The resulting explorations can be mathematically rich.

Contributor Notes

Nicholas H. Wasserman, wasserman@tc.columbia.edu, completed this article while an assistant professor at southern Methodist University in Dallas. he has since assumed a position as an assistant professor at teachers college, columbia University, teaching graduate mathematics and education courses. his interests remain developing teachers' mathematical content knowledge and exploring how problem solving and mathematics can inform the work of teaching.

(Corresponding author is Wasserman wasserman@tc.columbia.edu)
The Mathematics Teacher

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