Mathematical Problem Posing and Metacognition: A Theoretical Framework

Abstract

Mathematics education is moving toward student-centred which is beyond problem solving abilities and can become skilful in problem posing tasks. This paper presents the description of theoretical framework for investigating the types of problem posing abilities, related difficulties, their preferences of strategies and developing problem posing tasks regard to metacognitive awareness. The research instrument consists of secondary data such as the learning theories which are related to the problem posing and metacognitive machineries, in addition proposed frameworks for problem solving -posing process. The review resources reveal that problem posing tasks can provide appropriate situations for engaging students in specific learning process through inquiry -based learning environment which stress on social constructivism ideas. On the other hand, educators can establish a balance in procedural and conceptual knowledge by integrating cognitive- metacognitive strategies to this active learning. Consequently, we assert that this pedagogical perspective can encourage teachers to incorporate problem posing activities in teaching- learning materials.