Integrating Computers and Problem Posing in Mathematics Teacher Education

This book shares ideas about integrating mathematical problem posing with the use of computing technology in the context of K-12 mathematics teacher preparation. Problem posing has been on the mathematics education agenda for a long time. Over the centuries, it appeared in different didactic forms as a way of enriching one's learning experience through investigating mathematical ideas, exploring conjectures, and solving worthwhile problems. In the digital era, mathematics teacher training may include learning the skill of formulating different mathematical problems that the appropriate use of technology affords. As shown in the book, problem posing skills can be supported by two major theoretical positions that stem from technology integration: didactical coherence of a posed problem (Chapter 2) and technology-immune /technology-enabled (TITE) problem posing (Chapter 3).