Stephen I. Brown – författare

The new edition of this classic book describes and provides a myriad of examples of the relationships between problem posing and problem solving, and explores the educational potential of integrating these two activities in classrooms at all levels. The Art of Problem Posing, Third Edition encourages readers to shift their thinking about problem posing (such as where problems come from, what to do with them, and the like) from the "other" to themselves and offers a broader conception of what can be done with problems. Special features include: an exploration of the logical relationship between problem posing and problem solving; sketches, drawings, and diagrams that illustrate the schemes proposed; and a special section on writing in mathematics.In the updated third edition, the authors specifically:*address the role of problem posing in the NCTM Standards;*elaborate on the concept of student as author and critic;*include discussion of computer applications to illustrate the potential of technology to enhance problem posing in the classroom;*expand the section on diversity/multiculturalism; and*broaden discussion of writing as a classroom enterprise.This book offers present and future teachers at the middle school, secondary school, and higher education levels ideas to enrich their teaching and suggestions for how to incorporate problem posing into a standard mathematics curriculum.

The new edition of this classic book describes and provides a myriad of examples of the relationships between problem posing and problem solving, and explores the educational potential of integrating these two activities in classrooms at all levels. The Art of Problem Posing, Third Edition encourages readers to shift their thinking about problem posing (such as where problems come from, what to do with them, and the like) from the "other" to themselves and offers a broader conception of what can be done with problems. Special features include: an exploration of the logical relationship between problem posing and problem solving; sketches, drawings, and diagrams that illustrate the schemes proposed; and a special section on writing in mathematics.In the updated third edition, the authors specifically:*address the role of problem posing in the NCTM Standards;*elaborate on the concept of student as author and critic;*include discussion of computer applications to illustrate the potential of technology to enhance problem posing in the classroom;*expand the section on diversity/multiculturalism; and*broaden discussion of writing as a classroom enterprise.This book offers present and future teachers at the middle school, secondary school, and higher education levels ideas to enrich their teaching and suggestions for how to incorporate problem posing into a standard mathematics curriculum.

Updated and expanded, this second edition satisfies the same philosophical objective as the first -- to show the importance of problem posing. Although interest in mathematical problem solving increased during the past decade, problem posing remained relatively ignored. The Art of Problem Posing draws attention to this equally important act and is the innovator in the field.Special features include:* an exploration ofthe logical relationship between problem posing and problem solving* a special chapter devoted to teaching problem posing as a separate course* sketches, drawings, diagrams, and cartoons that illustrate the schemes proposed* a special section on writing in mathematics

Updated and expanded, this second edition satisfies the same philosophical objective as the first -- to show the importance of problem posing. Although interest in mathematical problem solving increased during the past decade, problem posing remained relatively ignored. The Art of Problem Posing draws attention to this equally important act and is the innovator in the field.Special features include:* an exploration ofthe logical relationship between problem posing and problem solving* a special chapter devoted to teaching problem posing as a separate course* sketches, drawings, diagrams, and cartoons that illustrate the schemes proposed* a special section on writing in mathematics

As a result of the editors'' collaborative teaching at Harvard in the late 1960s, they produced a ground-breaking work -- The Art Of Problem Posing -- which related problem posing strategies to the already popular activity of problem solving. It took the concept of problem posing and created strategies for engaging in that activity as a central theme in mathematics education. Based in part upon that work and also upon a number of articles by its authors, other members of the mathematics education community began to apply and expand upon their ideas. This collection of thirty readings is a testimony to the power of the ideas that originally appeared. In addition to reproducing relevant materials, the editors of this book of readings have included a considerable amount of interpretive text which places the articles in the context of problem solving. While the preponderance of essays focus upon mathematics and mathematics education, some of them point to the relevance of problem posing to other fields such as biology or psychology. In the interpretive text that accompanies each chapter, they indicate how ideas expressed for one audience may be revisited or transformed in order to ready them for a variety of audiences.

As a result of the editors'' collaborative teaching at Harvard in the late 1960s, they produced a ground-breaking work -- The Art Of Problem Posing -- which related problem posing strategies to the already popular activity of problem solving. It took the concept of problem posing and created strategies for engaging in that activity as a central theme in mathematics education. Based in part upon that work and also upon a number of articles by its authors, other members of the mathematics education community began to apply and expand upon their ideas. This collection of thirty readings is a testimony to the power of the ideas that originally appeared. In addition to reproducing relevant materials, the editors of this book of readings have included a considerable amount of interpretive text which places the articles in the context of problem solving. While the preponderance of essays focus upon mathematics and mathematics education, some of them point to the relevance of problem posing to other fields such as biology or psychology. In the interpretive text that accompanies each chapter, they indicate how ideas expressed for one audience may be revisited or transformed in order to ready them for a variety of audiences.