Challenging Teachers to Solve and Pose Challenging Problems: A Case Study

Avi Berman; Ahlam Mahagna

doi:10.1007/978-3-032-05493-7_24

Challenging Teachers to Solve and Pose Challenging Problems: A Case Study

Avi Berman
, Ahlam Mahagna

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter is based on a graduate course on problem solving and problem posing given to primary school math teachers. The problems solved in the course were nonroutine, and some were quite challenging. The teachers collaborated in solving the problems. In the chapter, we describe their solution processes and examine how teachers coped with the problem-solving tasks. The teachers were asked to adapt the challenging problems to use in primary school; we analyze the categories of problems they posed and their attitudes toward using problems in instruction.

Original language	English
Title of host publication	Research in Mathematics Education (Switzerland)
Publisher	Springer International Publishing
Pages	505-533
Number of pages	29
DOIs	https://doi.org/10.1007/978-3-032-05493-7_24
State	Published - 2026
Externally published	Yes

Publication series

Name	Research in Mathematics Education (Switzerland)
Volume	Part F2192
ISSN (Print)	2570-4729
ISSN (Electronic)	2570-4737

Bibliographical note

Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

Keywords

Challenging problems
Mathematics teachers
Primary school
Problem posing
Problem solving

ASJC Scopus subject areas

Education
Mathematics (miscellaneous)

Access to Document

10.1007/978-3-032-05493-7_24

Cite this

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ER -

Challenging Teachers to Solve and Pose Challenging Problems: A Case Study

Abstract

Publication series

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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Cite this