Exploring the impact of a problem-posing workshop on elementary school mathematics teachers' conceptions on problem posing and lesson design

This study investigated the impact of a problem-posing workshop on teachers' problem-posing conceptions and skills as well as their conceptions and design of mathematics lessons that use a problem-posing approach. The findings demonstrate that although the vast majority of the teachers possessed very little experience with problem posing prior to the workshop, the teachers were capable of posing mathematical problems in a variety of situations. After the workshop, the teachers felt much more familiar with problem posing as well as with teaching mathematics using problem posing. In fact, whereas none of the teachers used any problem-posing components in their lesson plans prior to the workshop, over 80% of the teachers' lesson plans included problem-posing components after the workshop.