Abstract
The purpose of this study was to describe the practices in problem-posing illustrated by one mathematics teacher — Jiang who used contextual mathematics material in teaching. An interpretative research design was used. The data were collected through observation, videotapes, interviews, and additional text written by the teacher and derived from the textbook. After reading the data triangularly and persistently, we found that the teacher’s characteristics of problem posing had developed in three phases. Firstly, he simplified the contexts and situations of the problems. Secondly, he deleted situations but kept contexts. Lastly, he posed both situated and contextual problems.
| Keywords: | in-service mathematics teacher; teacher learning; contextual mathematics problem; problem-posing |
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