Math-LIGHT problem posing by three experts with different fields of expertise: Why? What? and How?

Roza Leikin, Regina Ovodenko

Research output: Contribution to journalArticlepeer-review


The Math-LIGHT program is directed at promoting literacy-rich mathematical instruction in middle school. A team of designers with different types of expertise pose Math-Light problems. We perform comparative analysis of problem-posing activities by experts with different types of expertise. We demonstrate that Activity Theory (Leontiev, 1978) is a powerful theoretical framework for the analysis of the structure of problem posing activity. Framed by activity theory we ask “Why?” questions to understand the main goals of posing problems; “What?” questions are directed at the characteristics of the PP process and PP products; and “How?” questions are aimed at identifying the tools used by the designers to fit the conditions in which the problems are implemented. We find that the three designers’ problem-posing activities are complimentary and suggest that the cooperative problem posing process is essential for posing problems that integrate different perspectives and thus allow more goals to be attained.

Original languageEnglish
Article number101158
JournalJournal of Mathematical Behavior
StatePublished - Sep 2024

Bibliographical note

Publisher Copyright:
© 2024 Elsevier Inc.


  • Activity theory
  • Experts
  • Problem posing

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education
  • Applied Mathematics


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