10 Qs to ask the author of “The Art of Problem Posing”

10 Qs to ask the author of “The Art of Problem Posing”

1. If one has more knowledge about math compared with one who has less knowledge about math, does it really limit the selection for problem posing?

2. If it does, how could we do about it? since math teachers certainly have more knowledge in math

3. For the problems we pose, do we need to find out the answer first? since the problems might not have exact answer

4. If there is no precise answer to the problems, wouldn’t students get confused and wondering what is the point of posing the questions?

5. If we ask so many questions in the posing problems, wouldn’t students get frustrating? and lose their interest ?

6. How could we make the posing problems not too broad to keep them focus? since there are many broad questions, and the class would easily go of topic

7. Is there any bad posing problem? How could we avoid it?

8. Is there any data show that using problem posing technique actually makes students have more knowledge and better understanding in math?

9. Is this problem posing technique widely used in current math class?

10. We ask the questions in order to test students’ understanding of the concepts or to let them gain more understanding?