Abstract: Problem posing is a cognitive activity that has started gaining attention worldwide for cultivating student thinking in Mathematics teaching and learning. Besides aiming to improve students conceptual knowledge of a Mathematics topic, problem posing activities also have the potential to enhance higher order thinking skills and creativity among students. Given that this new activity was introduced in Primary School Mathematics textbooks since 2012, a study was conducted to review the perspectives of 60 primary school Mathematics teachers about problem posing activity related to its implementation and its impact on student learning. The select teachers answered a questionnaire that consisted of 20 questions on 5-point Likert scale. The issues faced by teachers were also explored in this study. The findings showed that teachers have a positive attitude towards these activities but there are some constraints that render them difficult to implement problem posing in the classroom.Implications of the study are discussed.
Aze Fauziah Suib, Roslinda Rosli and Mary Margaret Capraro, 2016. Primary School Mathematics Teachers Perspectives about Problem Posing Activity. The Social Sciences, 11: 4992-4997.