10 Qs and Comments

1.Are the author secondary-school Math teachers or mathematicians?
2.What happened if the questions the students asked are too far away from the topic? Or how to make the questions back to the topic such as X2 + Y2 = Z2?
3.Are the secondary –school students interested in problem posing? If yes, how many percent?
4.Does a teacher have enough time to do the problem posing and answering in an 80-minute class? And how?
5.Should the problem posting be used in the math textbooks in the secondary schools? If yes, and how?
6.Should the problem posting be used in just secondary schools, or this teaching style should start in elementary school?
7.I think it would contribute to students’ understanding and thinking independently if the problem posting was involved in the mathematics classroom.
8.I also think that it might be a challenge for the teachers to apply the problem posting into their classes if they did not learn math by this way.
9.I agree with the author’s some points. For example, “Students and teachers do not usually ask questions for such purposes; rather, they are interested in making sure that their students understand and can execute what is expected of them.”( Pp: 14, ) I think that the mathematics field always trains people to give the answers – “right” or “wrong”. For example, asking a kindergarten student 3+2=6. Is it right or wrong? There are just two answers, and it is impossible to have another answer: sometimes it is right, and sometimes it is wrong, like the answers for some controversial issues in our society. Math teachers usually expect the right answer to make sure students’ understanding.
10.I believe that the problem posting will contribute not only students’ studying but also teachers’ teaching. Teachers could get some unexpected ideas or solutions from students.