Problem solving is one of the most widely used classroom activities in teaching mathematics. At the same time, problem posing activities are quite often neglected and even excluded from teachers’ consideration. Moreover, there is a significant mismatch between students’ problem solving and problem posing activities while studying mathematics on any level. In particular, secondary mathematics. One of the reasons is teachers’ problem posing skills are underdeveloped. We analyse problem posing as a theoretical issue in Teacher Education and investigate the factors that encourage teachers to use problem posing activities as part of any learning process in mathematics. We also focus on developing educational materials in a constructivist framework which can contribute to the professional development of mathematics teachers.

Assoc Prof Oleksiy Yevdokimov

• Assoc Prof Oleksiy Yevdokimov

• School of Agricultural and Environmental Sciences

• Curriculum and Pedagogy
• Specialist Studies in Education

• Doctor of Philosophy (DPHD)
• Doctor of Philosophy (DPHD)