Call for Papers: Problem Solving and Problem Posing: From Conceptualisation to Implementation in the Mathematics Classroom
Vol. 12, Issue 1 (Year 2022)
Issue Editors: Tatjana Hodnik and Vida Manfreda Kolar
Problem solving and problem posing are leading mathematical activities that stimulate mathematical thinking. From the theoretical point of view, these activities are very complex, partly due to the various issues that describe/define problem solving and problem posing and their role in the process of teaching and learning mathematics. Our interest regarding these issues mainly focuses on the following areas: the basic characteristics of a mathematical problem; the nature (conceptual, procedural) and role of representation (interplay between internal and external) of a mathematical problem; mental schemas for problem solving; heuristics as principles, methods and (cognitive) tools for solving problems; types of generalisations and reasoning (abductive, narrative, naïve, arithmetic, algebraic); problem solving as a challenging activity for mathematically gifted students; and the role of the teacher in guiding problem solving as a way of implementing student problem solving in the classroom. Regarding problem posing, there are also some very important questions to be asked: How can the existing definitions of problem posing be categorised? How is problem posing conceived by the research community in relation to other mathematical constructs? What are the possible ways of implementing problem posing in research and teaching settings? In relation to problem solving, problem posing is formulated/used in research findings for: generating (formulating, finding, creating) new problems; reformulating existing problems; creating and/or reformulating problems; raising questions and viewing old questions from a new angle; and an act of modelling.
Research has demonstrated, as confirmed many times, that (mathematical) problem posing and solving possess great potential for learners, but the reality in terms of teaching practice, external examinations, teaching material and mathematics curricula seems out of alignment with the research findings. We would like to take into a consideration two aspects of viewing problem posing and problem solving: the aspect of the teachers’ approach, and the aspect of the researchers’ approach. This issue of the CEPS Journal will therefore focus on:
Teaching settings: the shift from viewing problem solving and posing not only as a goal of instruction, but also as a means of instruction
Research settings: problem solving and posing as a diagnostic tool aimed at deepening our understanding of learning mathematics and the difficulties students face in such learning
Article submission timeline:
12 February 2020: paper submission [between 5,000 and 7,000 words]
March 2022: publication of the focus issue of the CEPS journal
Please send the abstract to email@example.com clearly stating the title of the focus issue.
Manuscripts should be from 5,000 to 7,000 words long, including the abstract and reference list. They should be written in UK English. Submissions should be no more than 20 pages in length, and should be original and unpublished work not currently under review by another journal or publisher.
When preparing the manuscript, please follow our guidelines, which are available here: