Abstract
The purpose of this paper is to explore the importance of problem posing in learning mathematics at the compulsory education level. Despite acknowledging that children have a natural disposition to pose questions, no curricular provision currently exists for the conceptualisation and operationalisation of mathematical problem posing within Scotland's Curriculum for Excellence. In order to provide evidence to support any curricular change, integrative systematic review and narrative synthesis of quantitative and qualitative studies was conducted. Results suggest that problem posing can offer an array of valuable didactic benefits for pupils such as deeper conceptual knowledge, enhanced problem‐solving skills and an increase in the enjoyment of mathematics. Evidence from the qualitative synthesis provides some tentative guidance on considerations regarding the integration of problem posing to the curriculum. This study argues that in order to improve future learning experiences, mathematical problem posing should be embedded in all Scottish classrooms. Furthermore, problem posing is determined to be effective in the pedagogical development of prospective primary and secondary mathematics practitioners.
Highlights
We argue that curriculum architects have insufficiently recognised the growing body of work on problem posing during the development of Curriculum for Excellence (CfE) and its reconceptualisation of the learning and teaching of mathematics
What are the benefits for learners of using mathematical problem posing in the curriculum?
Through the use of an integrative review of qualitative and quantitative research, we examined the legitimacy of infusing problem posing within the national curricula of Scotland to improve the learning and teaching of mathematics
Summary
We argue that curriculum architects have insufficiently recognised the growing body of work on problem posing during the development of CfE and its reconceptualisation of the learning and teaching of mathematics. Through the process of practitioner research, it draws on findings from the first author (McDonald, 2017). Teaching as a research-informed profession has become an important mantra within Scottish education and has sought to position teachers as prime agents of change Muschamp (2013) points out that the professional guidelines do not require a teacher to be research active, they infer a tacit ability to interpret and evaluate findings. In other words, being in possession of research skills. This paper is, the representative of the duty teachers to act purposefully by shaping curricula policy through
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